Understanding Kanji Memorization Strategies Among Native Japanese Speakers: A Psycholinguistic Phenomenological Perspective
DOI:
https://doi.org/10.33394/jollt.v14i3.20080Keywords:
Japanese language, Kanji learning, Learning strategies, Phenomenology, PsycholinguisticsAbstract
Kanji is one of the most complex writing systems because it requires the integration of visual, phonological, semantic, and orthographic processing simultaneously. In the digital era, increasing reliance on smartphones and automatic typing systems has reduced handwriting practices among Japanese speakers, contributing to difficulties in recalling and reproducing kanji accurately. Therefore, this study aims to identify the kanji memorization strategies used by native Japanese speakers and examine the factors influencing those strategies. This study employed a qualitative approach with a descriptive phenomenological design within a psycholinguistic framework. Data were collected through semi-structured interviews and online questionnaires involving eight native Japanese speakers aged 17–62 who actively use kanji in daily life. The instruments consisted of an interview guide and a questionnaire developed from kanji learning strategy classifications. Data were analyzed using thematic analysis. The findings reveal that native Japanese speakers employ multiple strategies, particularly repetitive writing, radical analysis, visual recognition, meaning association, contextual learning, and technology-assisted practices. Strategy selection is influenced by educational experiences, literacy environment, kanji complexity, motivation, learning preferences, and technological adaptation. The findings also indicate generational differences in strategy use, especially regarding increasing dependence on digital technology and declining handwriting frequency. Furthermore, kanji memorization is interpreted not only as a cognitive activity but also as a sociocultural practice related to discipline, persistence, and literacy identity. These findings contribute to the development of more contextual and culturally grounded kanji learning models.
References
Agency for Cultural Affairs. (2021). Report on the current status of Japanese literacy and the use of kanji in digital society. Ministry of Education, Culture, Sports, Science and Technology.
Aiko, M. (2019). Improving the kanji proficiency of adolescent Japanese heritage learners (Version 1) [Doctoral dissertation, RMIT University]. RMIT University. https://doi.org/10.25439/rmt.27590577
Allen, B. (2023). The effectiveness of phonological reading aids and the role of self-regulation in L2 Japanese kanji word learning [Master’s thesis, University of Oxford].
Amato, M., González-Arias, M. I., & Slomp, N. (2025). Predicting language learning strategies from competence need satisfaction and autonomous motivation. Discover Psychology, 5(1), Article 144.
Bartholomew, T. T., Joy, E. E., Kang, E., & Brown, J. (2021). A choir or cacophony? Sample sizes and quality of conveying participants’ voices in phenomenological research. Methodological Innovations, 14(2), 1–14. https://doi.org/10.1177/20597991211040063
Braun, V., & Clarke, V. (2022). Using thematic analysis in psychology: A practical guide. Qualitative Research in Psychology, 19(2), 127–149. https://doi.org/10.1080/14780887.2021.1962113
Creswell, J. W. (2018). Qualitative inquiry and research design (4th ed.). SAGE.
Gómez Tapia, J. (2025). Interpretative phenomenological analysis in social research.
Guo, H. (2022). Mobile-assisted language learning (MALL) from a sociocultural ecological perspective: An exploratory study of overseas Chinese students in the UK learning English speaking skills with mobile apps outside the classroom [Doctoral dissertation].
Haththotuwa Gamage, G. (2026). Kanji learning strategies and language background of L2 Japanese language learners. Asian-Pacific Journal of Second and Foreign Language Education, 11(1), Article 4.
Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, Article 114523. https://doi.org/10.1016/j.socscimed.2021.114523
Hudaynazarova, G., Nuryyev, B., Movlamberdiyev, B., & Ahmedova, O. (2025). A structured approach to Japanese orthography: Teaching and learning hiragana, katakana, and kanji. Obrazovanie i nauka v XXI veke [Education and Science in the 21st Century], 67(4, Vol. 2). https://mpcareer-google.ru/index.php/journal/article/view/3787
Kang, N., & Saito, S. (2025). Phonological processing of Japanese kanji word by L1-Chinese learners of Japanese: Verification of consistency and frequency effects. Applied Psycholinguistics, 46, Article e16.
Kirk, B. (2022). Exploring the relationships between Japanese L2 acquisition rates, study environments and kanji learning strategies [Master’s thesis, University of Oxford].
Klinke, M. E., & Fernandez, A. V. (2023). Taking phenomenology beyond the first-person perspective: Conceptual grounding in the collection and analysis of observational evidence. Phenomenology and the Cognitive Sciences, 22(1), 171–191.
Kubota, M. (2017). Post study abroad investigation of kanji knowledge in Japanese as a second language learners. System, 69, 143–152. https://doi.org/10.1016/j.system.2017.07.006
Lensun, S. F. (2018). The application of language learning strategies in Japanese language learning. Journal of Educational Method and Technology, 1(2). https://doi.org/10.36412/jemtec.v1i2.775
Ministry of Education, Culture, Sports, Science and Technology. (2017). Course of study for elementary schools.
Mustika, D. (2018). Strategi pembelajar asing dalam menghafal huruf kanji: Studi kasus mahasiswa tingkat menengah [Foreign learners’ strategies in memorizing kanji characters: A case study of intermediate-level students]. Jurnal Pendidikan Bahasa Jepang, 4(2), 78–90.
Nurlaily, N., Marsevani, M., Trisnannia, Y., & Putra, R. (2026). Bridging expectations and experiences: Exploring teacher–learner dynamics in the BIPA program. JOLLT Journal of Languages and Language Teaching, 14(1), 53–66. https://doi.org/10.33394/jollt.v14i1.18044
Öhlén, J., & Friberg, F. (2023). Empirical phenomenological inquiry: Guidance in choosing between different methodologies. Global Qualitative Nursing Research, 10, 1–12. https://doi.org/10.1177/23333936231173566
Rasiban, L. M., Sudana, D., & Sutedi, D. (2019). Indonesian students’ perceptions of mnemonics strategies to recognize Japanese kanji characters. Indonesian Journal of Applied Linguistics, 8(3), 697–702. https://doi.org/10.17509/ijal.v8i3.15251
Rasiban, L. M., & Triwikrama, I. P. G. I. (2025). Integrating game-based learning and cognitive strategies in kanji instruction: A case study of “Kanji Journey” RPG for Japanese JLPT N5 learners. Journal of Engineering Science and Technology, 20(4), 990–1011.
Rivaldi, A., Feriawan, F. U., & Nur, M. (2023). Metode pengumpulan data melalui wawancara [Data collection method through interviews]. Sebuah Tinjauan Pustaka, 16, 1–89.
Sambai, A., Tsukada, M., Miki, A., & Uno, A. (2023). Contributions of processes using semantic information and character-to-sound correspondences to kanji word-reading performance in Japanese primary school children. Journal of Research in Reading, 46(2), 163–186.
Shekarabi, Z., & Tajfirooz, F. (2023). Challenges in learning kanji: The perspective of Persian-speaking learners of Japanese. OnCUE Journal, 15(1), 24–49.
Tamaoka, K., Phương, H. T. L., Zhang, J., Kawahara, J. I., & Verdonschot, R. (2026). How Vietnamese tackle Japanese kanji: Key factors behind handwriting competence in Japanese. Frontiers in Language Sciences, 5, Article 1705688. https://doi.org/10.3389/flang.2026.1705688
Tan Danh, N. (2021). Sustainable methods of improving kanji learning skills for Japanese language learners at basic level at FPT University. E3S Web of Conferences, 295, Article 05031. https://doi.org/10.1051/e3sconf/202129505031
Wardoyo, C. (2021). Strategi belajar huruf kanji mahasiswa Indonesia dalam konteks pembelajaran daring [Kanji character learning strategies of Indonesian students in online learning contexts]. Lingua Cultura, 15(2), 129–138. https://doi.org/10.21512/lc.v15i2.7190
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Linna Meilia Rasiban, Mery Andriani, Nanami Takazawa, Neneng Sutjiati, Noviyanti Aneros
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
-
Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
