The Study of Social Media Usage Behavior to Enhance Japanese Language Skills of Japanese Major Students in Southern Thailand

Abstract

This study aimed to investigate social media usage behaviors to enhance Japanese Language Skills and examine factors associated with such behaviors. The sample comprised 148 Japanese language students from Prince of Songkla University, Pattani Campus, and Thaksin University, Songkhla Province. A descriptive analytical research approach was employed, and the data were analyzed utilizing percentage, mean, and standard deviation statistics, along with Crosstabs and Chi-square tests for variable relationship analysis. The findings revealed that students engaged in social media usage for Japanese language development at a "frequent" level. The most prevalent behavior was vocabulary learning through music listening. The most common "sometimes" behavior was participating in online learning groups or activities. The predominant "regular" behavior was practicing Japanese translation skills using specific translation programs or applications. Content creation in Japanese was identified as the least frequent behavior, occurring at a "rarely" level.

Cross Tabulation analysis revealed that academic year, GPA, JLPT proficiency examination, exchange experience, and duration of exchange programs in Japan were significantly associated with social media usage behaviors for Japanese language skill development (p < 0.05). Conversely, gender, usage frequency, duration per session, and timing of use showed no significant relationship with social media usage behaviors for Japanese language development. Regarding learning support needs for Japanese language instruction, students identified two primary requirements: social media platforms for self-directed Japanese language skill development outside the classroom and the integration of social media applications within classroom instruction. These findings provide valuable contributions to Japanese language pedagogy by enhancing educators' understanding of students' purposes and preferences for social media usage in language learning. The results can be applied to the development of Japanese language teaching methodologies and the design of learning activities that promote student engagement both inside and outside the classroom.