This study examined the relationships between self-regulated learning ability, app-assisted teaching, and learning outcomes of learners in a “Special Japanese Conversation” course who used app-based supplementary learning materials tailored to their Japanese proficiency. Results showed a moderate positive correlation between their semester grades and their SPOT90 (Simple Performance-Oriented Test) scores. Although the number of students enrolled changed from the first to the second semester, analysis of self-regulated learning ability and the SPOT90 pre- and posttests indicated that app usage in the posttest showed a low positive correlation with ‘behavior’ and ‘attitude’. For students who enrolled for the full academic year, there was a weak negative correlation between app usage frequency and SPOT90 scores. According to the SPOT90 pre- and posttest results, some learners progressed from beginner to intermediate level. However, no clear conclusion could be drawn regarding the relationship between improved performance through the app and self-regulated learning elements for low-achieving learners. Despite frequent app usage among some low-achieving learners, the direct relationship between app usage and learning outcomes remained unclear. Further research is needed to examine in greater depth the qualitative aspects of app usage, learners’ intrinsic motivation, and self-regulatory behaviors.
