Abstract:

This study examines the effectiveness of video-based Japanese language education for international students as part of efforts to strengthen the role of Japanese higher education institutions in regional revitalization. Amid accelerating population decline and rapid aging, higher education institutions in rural areas face the dual challenges of securing students and contributing to regional human resource development. The number of international students peaked in 2019 but nearly halved due to the COVID-19 pandemic. However, future growth at regional institutions is expected to continue. National strategies such as the “400,000 International Students Plan” and the “Fourth Basic Plan for the Promotion of Education” demonstrate a continued commitment to advancing the internationalization of higher education institutions and strengthening support for foreign language and global education. Under these circumstances, providing effective Japanese language education, in addition to English-taught courses, is becoming increasingly important. Collaborative remote course offerings by multiple institutions and credit transfer systems are useful strategies for addressing resource constraints and ensuring high-quality education, and demand for them is expected to grow. Therefore, we first focus on video-based education, which forms the foundation of remote instruction, and analyze trends in learner responses.

This study investigates the effects of different types of visual information in video-based lessons on international students' comprehension and impressions. Such video-based lessons form the foundation of distance education. Focusing on Japanese Language Proficiency Test (JLPT) preparation courses offered at a university and a technical college, we analyzed four video conditions combining the instructor's on-screen presence with the presence or absence of subtitles. Using the Semantic Differential (SD) method, students evaluated their impressions of each video on a nine-item bipolar adjective scale covering aspects like brightness, comfort, appeal, and reassurance. Additionally, learners assessed the clarity of instructional themes such as JLPT overview, problem-solving strategies, time management, and study planning. Regarding these aspects, they provided qualitative comments on their preferences concerning instructor visibility and subtitles.

According to the survey results, the combination of an instructor's presence and subtitles tends to enhance learners' sense of security and comprehension. This suggests that multimodal visual information can support understanding in video-based language learning. However, some respondents also reported feeling cognitive load when multiple visual elements were presented simultaneously. These findings highlight the necessity for balanced instructional design.

Keywords:

Distance Learning, Visual Information Design, International Students, SD Method (Semantic Differential Method).