An evaluation of independent learning ofthe Japanese hiragana system using aninteractive CD

As Japanese uses three writing systems (hiragana, katakana, and the ideograms known askanji), and as materials in the target language include all three, it is a major challenge to learnto read and write quickly. This paper focuses on interactive multi-media methods of teachingJapanese reading which foster learner autonomy.As little has been published on interactive multi-media methods of teaching Japanesereading, it seems likely that traditional resources are generally used for this activity. Thecourseware includes sound files showing the pronunciation of each kana as well as simultaneousanimation showing how to write each character. This paper investigates whetherinteractive courseware, used independently of classroom interaction, results in measurablygreater recognition of the hiragana syllabary than more traditional methods. After brieflysituating the study in the context of research on the teaching of Japanese reading and learnerautonomy, the paper will present the courseware as well as an empirical study comparingthe results of the use of the courseware by learners at beginners’ level: one group using thecourseware, and the other using paper-based materials. This is followed by an account oflearner diaries written by zero-beginner level learners of Japanese using the courseware.The study indicates that acquisition of a recognition-level knowledge of hiragana isapproximately twice as fast using the courseware as using paper-based materials. Learners alsolearned to write the hiragana without explicit instruction