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Technology-Supported Japanese Learning in Pre-Departure Migration Preparation: Learning Challenges and Digital Practices Among Vietnam’s Japan-Bound Technical Intern Trainees

Year: 2026

Type: article

Abstract: Technical intern trainees (TITs) preparing to depart for Japan study Japanese within a compressed four- to six-month pre-departure period, during which they must acquire language skills for workplace communication, daily life, and social adaptation. This cross-sectional study examined Japanese-learning challenges and technology use among Vietnam’s Japan-bound TITs, with working adults studying Japanese in Vietnam included as an unmatched descriptive benchmark rather than as a matched control group. Data were collected through an online self-administered questionnaire using snowball sampling. The study relied on self-reported data from 91 Vietnamese Japanese-language learners, including TITs (n = 44) enrolled in preparatory courses at training centers in Hanoi and working adults (n = 47) from diverse professional backgrounds. Overall, 57.1% of respondents reported high technology use, defined as using online tools for Japanese learning daily or multiple times daily. Smartphones were the dominant learning device, while YouTube, Mazii, ChatGPT, and social media were the most frequently used platforms. Technology was used mainly for vocabulary, listening, grammar, and Kanji learning. Major challenges included difficulty with Kanji, complex grammar structures, similar grammar patterns, unclear learning pathways, lack of correction or feedback, and distraction during self-study. Several learning-behavior variables showed associations with high technology use in unadjusted analyses, but these associations did not remain statistically significant after correction for multiple comparisons. Exploratory regression suggested a possible relationship between perceived effectiveness and high technology use, although the estimate was imprecise. The findings suggest that technology-supported Japanese learning for TITs may benefit from moving beyond scattered use of digital tools toward mobile-friendly, structured, feedback-rich learning pathways aligned with practical workplace and daily-life communication needs in Japan.

Source: Languages

DOI: 10.3390/languages11090178

Authors: Van Hong Nghiem, Lan Anh Thi Nguyen, Nam Hoang Tran

Institutions: Hanoi University, Tokushima University

Language: English

Topic: Mobile Learning in Education

Subfield: Information Systems

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,689