Learner Agency, Cognitive Constraint, and Pedagogical Design in Digital Language Learning

This study addressed a critical gap in the literature concerning the specific cognitive challenges and cultural intricacies involved in non-alphabetic language learning. The research examined user patterns and insights related to digital learning platforms, particularly Quizlet Plus, in supporting Japanese language acquisition. Employing a rigorous mixed-methods approach, quantitative access patterns were analysed and in-depth, semi-structured interviews were conducted with 29 second-year Japanese language learners at Australian universities. The study investigated how Self-Determination Theory (SDT) principles—autonomy, competence, and relatedness were operationalised through personalised study paths, real-time feedback, and community-driven resources on Quizlet Plus. The findings revealed that while the platform effectively supported primary vocabulary retention and grammar acquisition, it fell short in fostering the deeper contextual understanding and cultural competence required by more advanced learners, particularly when the challenges of the three Japanese scripts: Hiragana, Katakana, and Kanji were involved. The study proposed strategic enhancements to bridge this gap, including AI-driven adaptive feedback and culturally responsive learning paths, to create a more comprehensive and practical learning experience. These findings had significant implications for the future design of digital language learning tools, suggesting new directions for research to optimise educational outcomes across diverse linguistic contexts.