Students’ Perceptions of Self-Directed Learning Experiences in Joukyuu Bunpou (Advanced Japanese Grammar) Learning

Abstract

Self-directed learning before face-to-face classes in the Joukyuu Bunpou course applied to help students develop analytical skills by independently identifying grammar patterns, understanding sentence context, simplifying new vocabulary, and practicing grammar in exercises. This study aims to understand students' perceptions of their self-directed learning experiences and the difficulties they faced in the Joukyuu Bunpou 2 course, referring to the theories of perception, self-directed learning, and learning difficulties. The research method used is qualitative with a case study design. Data collection techniques included questionnaires, interviews, and documentation, which were then analyzed using thematic analysis. Participants were selected through purposive sampling, consisting of ten students who had taken the Joukyuu Bunpou 2 course and achieved final grades of A, B, C, and D, to provide detailed insights into students' perceptions of self-directed learning experiences. The validity of the study was ensured through technique triangulation and member checks. The results of the study indicate that: (1) Students' perceptions of self-directed learning in the Joukyuu Bunpou 2 course are generally positive. Most students feel that self-directed learning is an effective strategy, provides satisfaction, helps improve their understanding of grammar, and boosts their confidence. However, students with lower performance levels (grades C and D) did not fully exhibit satisfaction and confidence. (2) The main difficulties students face include learning materials, learning sources, and psychological pressure. Based on response patterns, higher-performing students (grades A and B) tend to experience difficulties related to learning materials, learning sources, time management, and psychological pressure. On the other hand, lower-performing students (grades C and D) tend to face difficulties mainly related to learning materials and sources. Although self-directed learning has shown effectiveness in several aspects, the difficulties faced by students indicate the need for further investigation. Therefore, future research is recommended to expand its focus to other courses and to involve participants from various proficiency levels in a balanced manner, in order to gain a more comprehensive understanding of self-directed learning experiences in the context of foreign language education.