Methods of Enhancing Autonomy in Adult Education—Focusing on Japanese Language Education for Foreign Adults

Adult Japanese language learners have different learning needs. In order to meet the diverse needs of learners, it is essential to enable each learner to conduct independent learning. This paper focuses on the role of teachers in promoting self-directed learning in adult education. Self-directed learning refers to a learning process where learners actively engage with their own learning, utilizing resources such as teachers, educational materials, and institutions. Motivation for self-directed learning can be classified into internal and external factors, where both are necessary for effective learning. Adult education emphasizes self-directed learning by encouraging learners to take an active role in their own educational experience, utilizing their previous experiences, prioritizing internal motivation, and setting clear learning goals. To achieve this, it is essential to promote a self-directed learning style among learners by providing ample self-study time, prioritizing internal motivation in Japanese language learning, providing active feedback after short periods of study, and fostering peer learning activities.