In this study, the observers in a Japanese language teaching practice at an university, employed rubric to provide feedback to students. The purpose of the feedback was for the students to reflect on and improve on their teaching. The results of analysis show a certain number of comments did not fall under any category present in the rubric used. This paper is an attempt to create a revised version of the rubric by classifying these comments.

This study aims to reveal the relationship between motivations and expectations of learning achievement among Japanese language students at Ukrainian universities by a questionnaire survey. It is known that motivations have significant effects on the extent of achievement of L2 learning outcomes. Learners of Japanese language in Ukraine set notably high goals (to obtain a scholarship to go and study in Japan, for example) at the beginning of their studies, but many of them are unable to maintain the original motivations until their graduation. Goals set too high can decrease learners' expectations of achievement, and can result in demotivating them to study Japanese. This paper examined 265 students from five universities in Ukraine. The results of the factor analysis show that students in higher academic years have different motivations to first or second-year students. Students in higher academic years can be grouped into three clusters according to their main motivations. Students with work- and culture-related motivations have stronger self-expectations that they will achieve their goals than those with language-related one. The results of cluster analysis indicated that their goals and the expectations of achievement are related to the types of learning motivation.

This study aims to reveal the motivation of Japanese language students in Ukraine. Although Ukraine is an environment that has very little cultural or economic exchange with Japan, Japanese language is quite popular as a college major. Motivation (i.e. will) to learn is considered to significantly affect the success or failure of L2 learning. Motivation will be shaped by the influence of social context. Learners of Japanese in Ukraine have notably high goals (for example, to study in Japan or to find employment with Japanese companies) at the beginning of their studies, but many of them are unable to maintain this motivation until graduation. While the environments of Japanese language learning tend to be very different from those used in Gardner and Lambert (1972), most previous studies on Japanese language learning were based on variations of Gardner and Lambert's scale. The originality of the present study is that its scale is based on free descriptions from Ukrainian students. The scale includes eleven new items that were not used in any previous studies. The purpose of this study is to investigate motivation among Japanese language students. This research examined 180 students from five universities in Ukraine. The results of the factor analysis show that students in higher academic years have different motivations than first- or second-year students. In numerous works, instrumental motivation and integrative motivation are thought to be conflicting factors, and possession of one factor is often considered to be sufficient. However, this research shows that the correlation between first- and second-year students' work-based motivation and culture-based motivation is positive; in fact, that possession of one factor is often connected to possession of the other.