An exploratory study of student engagement with CALL resources to support the learning of Japanese writing system by ab initio learners of Japanese at primary school level in Ireland

• Jane Mary O’Toole ^[2] ; Monica Ward ^[1]
  1. [1] Dublin City University

     Dublin City University

     Irlanda

     
  2. [2] Scoil Chrónáin Senior National School, Dublin, Ireland and Collaborative Action Research Network (CARN)
• Localización: EuroCALL 2025. Advancing CALL: New research agendas / Yazdan Choubsaz (dir. congr.), Paz Díez Arcón (dir. congr.), Ana Gimeno Sanz (dir. congr.), 2025, ISBN 978-84-1396-326-6, págs. 81-90
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • This study explores the learning experiences of ab initio learners of Japanese in primary school in Ireland who have participated in an extra-curricular module which explored CALL technologies to support their learning of the Japanese writing system. Building on the Say Yes to Languages (SYTL) programme in primary schools (PPLI, 2025), and the evolving primary language curriculum in Ireland to now include modern foreign languages (MFL), this study sought to extend student engagement with the Japanese writing system by combining explicit teaching, facilitation of learningand review of a range of Japanese CALL resources. The integration of CALL tools and resources in Japanese language pedagogy is well documented (Zimmermann & McMeekin, 2019; Geraghty & Marcus-Quinn, 2009). This study focused on the selection and review of freely available and ‘freemium’ Japanese CALL resources supported by a facilitative and exploratory pedagogical approach, where ab initio learners of Japanese exercised autonomy in CALL engagement and developed the ability to identify affordances and limitations of the piloted CALL resources. Informed by student post-intervention questionnaires, the study found that the vast majority students were positively disposed towards their learning experience during the module, whereby the lessons met or exceeded their learning expectations and a notable level of independent student engagement with the piloted resources outside of class was also reported. Student learning reflected varied engagement with the three respective elements of the Japanese writing system, which raises awareness of the complexity of the Japanese writing system, whereby young learners may benefit from an integrated use of CALL tools in their learning. The study highlights the potential of language educators and students’ collaboration to develop and refine CALL integration for learners. Recommendations for future research and for language practitioners are also outlined.