Lin Liao, Qiqiang Zhou, Nobuharu Sato
The proposed ANP-VIKOR framework provides a transparent and systematic approach for evaluating Kanji learning difficulty by integrating expert knowledge, learner perceptions, and multiple linguistic criteria. The resulting rankings provide a transparent methodological framework for Kanji prioritization and educational planning. The proposed framework serves as a decision-support tool and provides a foundation for future classroom-based validation and educational research.
BACKGROUND: Evaluating Japanese language learning strategies is challenging because language acquisition depends on cognitive, motivational, instructional, and sociocultural factors that cannot be adequately assessed using conventional evaluation methods. A systematic framework that integrates multiple educational dimensions and accommodates uncertainty is therefore needed.
METHODS: This study proposes a hybrid Fuzzy Analytic Hierarchy Process (FAHP) and Fuzzy Technique for Order of Preference by Similarity to Ideal Solution (FTOPSIS) framework to evaluate Japanese language learning strategies from expert and learner perspectives. Six evaluation criteria were identified through a comprehensive literature review and expert consultation. Expert judgments were used to derive criterion weights using FAHP, while data collected from 30 Japanese language learners representing different age groups and proficiency levels were incorporated into the FTOPSIS model to rank alternative learning strategies. A sensitivity analysis was conducted to evaluate the robustness of the proposed framework.
RESULTS: Linguistic Complexity (22.1%), Cultural Immersion (20.4%), and Learner Motivation (17.8%) were identified as the most influential evaluation criteria. Among the evaluated strategies, the Integrated Immersive Strategy achieved the highest closeness coefficient (0.837), indicating the strongest alignment with the ideal learning profile. Sensitivity analysis confirmed that the ranking remained stable under substantial variations in criterion weights, demonstrating the reliability of the proposed model.
CONCLUSION: The proposed FAHP-FTOPSIS framework provides a transparent and robust approach to evaluating Japanese language learning strategies by integrating expert knowledge with learner perspectives under uncertainty. The findings support the educational value of immersive, learner-centered, and technology-supported instructional approaches and provide practical guidance for educators, curriculum designers, and researchers seeking evidence-based strategies for Japanese language education.