Japanese language blended teaching model development for Chinese undergraduate students based on digital technologies

Cui Shuang

Blended learning -- China

Educational technology -- China

Education, Higher -- Curricula -- China

This research explores the design, development, and implementation of a blended teaching model for Japanese language education targeting Chinese university students, integrating advanced digital technologies to address emerging educational demands. As the landscape of language education evolves, the integration of online
and offline modes is vital to overcoming the limitations of traditional instruction and enhancing student engagement and autonomy. This research aims to address the innovative challenges faced by both students and educators in Japanese language programs within Chinese higher education.
A mixed-methods approach combining quantitative and qualitative techniques was employed to evaluate the model’s effectiveness. Data were collected through expert interviews, Delphi surveys, student proficiency tests, questionnaires, and learning analytics via a digital platform. The comparison between pre-test and post
test results shows that the average score of the experimental group improved from 65.2 to 78.6, while the control group increased only from 64.8 to 69.1. The experimental group achieved statistically significant gains across all four key language skills - listening, speaking, reading, and writing - confirming the model’s practical
effectiveness and applicability.
The results demonstrate that the blended teaching model successfully integrates digital tools and flexible instructional design to meet diverse student needs, promote active participation, and cultivate digital literacy and self-directed learning. Moreover, the study highlights the critical role of sustainability and teacher
professional development in supporting the long-term implementation of blended teaching in language programs.
This research contributes to the expanding body of knowledge on blended learning in language education and provides practical insights for educators seeking to innovate and adapt their teaching practices. Future research may further refine adaptive learning pathways, integrate intelligent feedback systems, and expand the
model’s application to other language courses and cross-cultural communication training.

Keywords: Japanese language, blended teaching model, Chinese Undergraduate students, digital technologies

Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology

Sombat Teekasap

Nainapas Injoungjirakit

Prapai Sridama

2024

2025-09-23

2025-09-23

2025-09-23

thesis

application/pdf

TH 495.6071 C966J 2024

eng

Bansomdejchaopraya Rajabhat University

Doctor of Philosophy

Doctoral degree

Digital Technology Management for Education

Bansomdejchaopraya Rajabhat University