This study examines the comparative teaching effectiveness and student satisfaction between native Japanese language teachers (NJLTs) and non-native Japanese language teachers (NNJLTs). Utilizing a sample of 740 students from various educational institutions in Japan, the research employs a quantitative design, including structured questionnaires adapted from established scales. Advanced statistical methods, including factor analysis and multiple regression, were used to analyze the data. The findings reveal no significant differences in student satisfaction and language proficiency between students taught by NJLTs and NNJLTs. Additionally, regression analysis showed that cultural relatability and empathy were not significant predictors of teaching effectiveness, suggesting that factors beyond nativeness influence student outcomes. These results challenge the native-speakerism ideology, highlighting the importance of pedagogical skills, teacher-student rapport, and effective teaching strategies. The study underscores the need for inclusive hiring practices, comprehensive teacher training programs, and collaborative teaching models that leverage the strengths of both NJLTs and NNJLTs. Implications for educational policy, curriculum design, and teacher professional development are discussed, advocating for a balanced approach that values the contributions of both native and non-native teachers. Limitations include the reliance on self-reported data and the specific cultural context of Japan. Future research should explore additional variables, employ longitudinal designs, and utilize mixed-methods approaches to provide a more nuanced understanding of language teaching effectiveness.

The incorporation of artificial intelligence (AI) into language education has created new opportunities for improving the instruction and acquisition of Chinese characters. Nevertheless, the cognitive difficulties linked to the acquisition of Chinese characters, such as their intricate visual features and lack of clear meaning, necessitate thoughtful deliberation when developing AI-supported learning interventions. The objective of this project is to explore the capacity of a collaborative method between humans and machines in teaching Chinese characters, utilising the advantages of both human expertise and AI technology. We specifically investigate the utilisation of ChatGPT, a substantial language model, for the creation of instructional materials and evaluation methods aimed at teaching Chinese characters to individuals who are not native speakers. The study utilises a mixed-methods approach, which involves both qualitative examination of lesson plans created by ChatGPT and quantitative evaluation of student learning outcomes. The results indicate that the suggested framework for human-machine collaboration can successfully tackle the cognitive difficulties associated with learning Chinese characters, resulting in enhanced learner involvement and performance. Nevertheless, the research also emphasises the constraints of AI-generated material and the significance of human involvement in guaranteeing the accuracy and dependability of educational interventions. This research adds to the expanding collection of literature on AI-assisted language learning and offers practical insights for educators and instructional designers who aim to use AI tools into Chinese language curriculum. The results emphasise the necessity of employing a multi-disciplinary strategy in AI-supported language learning, incorporating knowledge from cognitive psychology, educational technology, and second language acquisition.

Gamification is an active methodology of great value that, in a quality educational environment, provides students with the necessary motivation to participate in their teaching-learning process. An emerging active methodology, which is based on the use of information and communication technologies (ICT) and requires an educational space that guarantees greater flexibility in the pedagogical dynamics in favor of academic achievement. This increase in interest in active methodologies, and specifically in gamification, has raised doubts about whether current educational spaces are prepared to host a renewal in methodology or if, on the contrary, they could undermine the attitude of change. For this reason, this research seeks to analyze whether current educational spaces are facilitating elements for the incorporation of gamification in the classroom. The methodological cut of the research is quantitative, specifically in two phases. On the one hand, a descriptive analysis of the results is carried out, obtaining information on the trend of each item. On the other hand, an inferential analysis is carried out around different variables to verify their possible influence on the evaluations of the participants. The results obtained, in the sample made up of 210 teachers distributed in the different centers and who carry out their educational activity from 3rd to 6th grade of primary school, indicate that teachers believe it is relevant to take into account the educational space when incorporating active methodologies in class.

This study examined the dissatisfaction among Chinese medical students with online medical English courses, which overemphasize grammar yet fail to provide practical opportunities related to medical situations. This study compared co-teaching’s effects, involving native and non-native instructors, with a single-instructor (traditional) model on student satisfaction in online medical English courses. Using a qualitative design, pre- and post-course interviews were conducted with 49 second-year medical students across seven classes, exploring their perceptions of instruction, curriculum, and course satisfaction. The findings indicated that the co-teaching model improved student engagement and satisfaction, not specifically due to the native English-speaking instructor but likely because of the focus on more interactive and discussion-oriented strategies. In contrast, the single-instructor model maintained the traditional grammar-focused instruction, leading to lower satisfaction levels. Both instructional models faced limitations related to their reliance on textbooks for delivering core material needed for the course’s comprehensive exam. These results suggest that the instruction design and approach, rather than the native instructor alone, was the main driver of positive outcomes in co-teaching. The study’s findings suggest a need for curriculum reforms that reduce textbook dependence and incorporate more practical, interactive learning strategies. Future research should consider applying various research techniques, such as mixed-method approaches, longitudinal studies, and experimental designs, to comprehensively assess the long-term effects of instructional strategies and curriculum innovations on student outcomes.