The main purpose of the Basic Japanese Reading and Grammar course is to teach basic Japanese grammar and lay the foundations for Japanese language learn- ing so that students can maintain their interest in continued language learning. However, at the beginning stage, most learners are easily frustrated because they are unfamiliar with the characteristics and learning methods of Japanese. In addition, the grammar exercises in the textbook tend to be mechanical, which makes the classroom activities less lively and interesting.
In view of this, this study attempted to integrate the ARCS motivation theory proposed by Keller into the teaching strategy and instructional design, together with a Japanese sentence pattern analyzer (JSPA) developed by the authors, to assist students in active learning. For validation, the IMMS motivation scale, writ- ten tests, and teaching feedback were collected to analyze the quality of learning motivation. A four-session experimental teaching program was designed, which included lecture, group discussion, post-class self-directed learning, oral report, and validation of learning outcomes. Based on the analysis of the experiment results, the following conclusions were obtained.
1. It is confirmed that the teaching activities designed by integration of the ARCS motivation theory contributed to the induction of learning motivation.
2.The IMMS scale revealed that the quality of student motivation was higher in
the Relevance and Confidence dimensions than in the Attention and Satisfaction dimensions. This indicates that the chosen teaching materials meet the needs of students or can be integrated with their perceived future values. Moreover, active learning through discussions and reports can indeed enhance students’ confidence in learning.
3. The learning outcomes of the experimental teaching were effectively reflected in the test results of students.
