Japanese Oral Communication and Challenges in Malaysian Higher Education

Abstract

Objective: This study aims to identify the needs and challenges faced by beginner learners of Japanese as a Foreign Language (JFL) in constructing cohesive spoken communication. It seeks to address the pedagogical gap in teaching practices that emphasize grammar and vocabulary over discourse-level speaking skills.

Research Method: The study employed a qualitative approach conducted at a Malaysian public university. Data was collected through classroom observations and semi-structured interviews with both instructors and students as part of the first phase of a Design and Development Research (DDR) project.

Findings: The findings revealed that students frequently produced short, isolated utterances and used minimal cohesive devices such as reference, substitution, and conjunctions. Low self-confidence led them to avoid extended responses. Teachers also noted that textbooks and classroom activities focused mainly on sentence-level accuracy, offering limited practice in connected speech. These results highlight a gap between structural knowledge and discourse competence in current JFL instruction.

Originality: This study represents the preliminary stage in developing the Japanese Language Cohesion Module (JLCM), an innovative pedagogical tool designed to enhance learners’ ability to produce fluent, coherent, and contextually appropriate spoken Japanese. It contributes valuable insights into designing cohesive-oriented teaching approaches that foster communicative confidence among Malaysian JFL learners