This action research explored the most effective teaching method to motivate students
learning Japanese composition in INTS 222: Intermediate Japanese II, at the University of
Northern British Columbia. The researcher implemented three different teaching approaches: the
kata, ikebana, and writing workshop approaches during the winter semester, and invited
volunteer students to participate an independent interview session. This qualitative research was
carried out using action research, based on the cycle of analyzing, interpreting, and interviewing
(Auerbach & Silverstein, 2003) in order to improve the current situation (Berg & Lune, 2012).
Findings focused on student responses and teacher learning. The results of this case study will be
used to find alternative ways than the traditional teaching method by focusing on pre-writing
guidance in order to strengthen students’ motivation rather than post-writing instructional
feedback.
