Practice and Verification of Pronunciation Instruction Incorporating Collaborative Learning in a Japanese Language Teacher Training Course

Abstract

This study examines the educational effects of incorporating collabora-tive learning into a Japanese pronunciation course for first-year students in a Japanese language teacher training program in Mongolia. The study intro-duced collaborative learning activities into a “Japanese Pronunciation” class and collected questionnaire data from 27 students at the end of the semester. The collected data were analyzed through factor analysis using Gemini 2.5 Pro. The results revealed two major factors influencing student learning. First, psychological support through peer collaboration increased students’ confi-dence, satisfaction, and positive attitudes toward pronunciation learning. Sec-ond, metacognitive awareness developed as students listened to and evalu-ated each other’s pronunciation, enabling them to recognize and correct their own errors. The findings suggest that collaborative learning not only creates an engaging classroom environment but also effectively promotes the devel-opment of monitoring skills essential for future Japanese language teachers.