ArticleFrontiers in psychology2026
Evaluating Japanese language learning strategies through learner and expert perspectives: a fuzzy multi-criteria decision-making approach.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
Indexed as
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.