An Exploratory Study of Japanese Language Teaching Models Toward POA Theory

Abstract

Abstract This study is grounded in the Principles of Accounting (POA) teaching philosophy, which advocates an output-oriented approach and integrates multimedia and network-assisted instruction within physical classroom settings. It examines the effectiveness of a blended teaching model—combining both online and offline elements—in Japanese language courses. This research seeks to address deficiencies in traditional teaching methodologies by offering solutions and insights that could enhance the current pedagogical framework for Japanese language education. During the practical implementation of conversational Japanese teaching, a case experiment was conducted to assess the pedagogical impact. The results demonstrated marked improvements: the pre-and post-test mean differences for vocabulary acquisition, expression, and conversational skills in the first cycle were -6.86, -4.94, and -4.13, respectively. The second cycle showed further enhancement, with differences of -8.01, -5.51, and -5.11, respectively. Statistically significant differences were observed between the performances of classes A and B across both cycles (p < 0.01), indicating the effectiveness of the intervention. Furthermore, there was a notable improvement in the students’ listening skills (p < 0.001). The reception towards the POA blended teaching approach was overwhelmingly positive, with 100% of participants reporting a favorable view. This methodology not only increased student engagement and participation but also significantly enhanced their enjoyment of learning the Japanese language.