Japanese as a Second Language for Indonesian Migrant Worker Candidates: Linguistic and Intercultural Challenges in Pre-departure Training

Japanese as a Second Language for Indonesian Migrant Worker Candidates: Linguistic and Intercultural Challenges in Pre-departure Training | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Japanese as a Second Language for Indonesian Migrant Worker Candidates: Linguistic and Intercultural Challenges in Pre-departure Training Aji Setyanto, Ai Nishimura, Henky Fernando This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8857635/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study examines the linguistic and intercultural challenges faced by Indonesian migrant worker candidates learning Japanese as a second language (JSL) in a pre-departure training context. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and open-ended questionnaires involving 20 participants enrolled in a Japanese language training program. The data were analyzed using thematic analysis. The findings reveal three interconnected challenges. First, learners experience difficulties in acquiring Japanese literacy due to the simultaneous learning of multiple writing systems (hiragana, katakana, and kanji), which results in cognitive overload and reliance on romaji. Second, pronunciation-related difficulties—particularly vowel length, gemination, contracted sounds, and pitch accent—interfere with meaning-making and reduce learners’ confidence in spoken interaction. Third, learners face sociopragmatic challenges in using politeness strategies (keigo), interpreting indirect expressions, and adapting to hierarchical and non-verbal communication norms in Japanese workplace contexts. These findings highlight the close relationship between linguistic competence and intercultural communicative competence in migration-oriented language learning. The study contributes to Japanese as a second language and second/foreign language education research by foregrounding migrant worker candidates as a distinct learner population and by emphasizing the need for integrative pre-departure training models that combine literacy, pronunciation, and intercultural pragmatics. Japanese as a second language (JSL) migrant worker candidates pre-departure language training intercultural communicative competence pronunciation and literacy challenges Introduction International labor mobility has intensified the need for language education programs that prepare migrant workers for effective communication in linguistically and culturally diverse workplaces. For Indonesian migrant worker candidates seeking employment in Japan, learning Japanese as a second language (JSL) is not merely a matter of acquiring grammatical knowledge or vocabulary, but also of developing the ability to communicate appropriately within hierarchical, indirect, and culturally embedded professional environments. In this context, linguistic competence and intercultural communicative competence are inseparable components of communicative readiness. Previous research on Japanese as a second or foreign language has predominantly focused on learners in academic or formal classroom settings, such as university students or long-term study-abroad participants (Mori & Mori, 2011 ). While these studies have provided valuable insights into grammar acquisition, vocabulary development, and general proficiency, relatively limited attention has been paid to migrant worker populations whose language learning is shaped by time constraints, instrumental goals, and immediate workplace demands. As a result, existing JSL research does not fully capture the communicative challenges faced by learners preparing for employment rather than academic advancement. Pre-departure language training programs for migrant workers represent a particularly underexplored context in second and foreign language education research. In such programs, learners are required to simultaneously develop basic literacy across multiple Japanese writing systems, achieve sufficient pronunciation accuracy to avoid misunderstandings, and acquire sociopragmatic knowledge relevant to workplace interaction. For learners whose first language uses a Roman alphabet and whose cultural communication norms differ from those of Japan, these demands can create substantial cognitive and communicative challenges. From an intercultural perspective, effective workplace communication in Japan requires more than linguistic accuracy. Learners must also develop sensitivity to politeness strategies (keigo), indirect expressions, and context-dependent meanings that are central to Japanese interactional norms (Mc. Conachy & Fujino, 2021). Difficulties in these areas may result not only in communicative breakdowns but also in anxiety, reduced confidence, and challenges in professional integration. Despite their practical significance, studies that integrate linguistic and intercultural dimensions of JSL learning among migrant worker candidates remain scarce. To address this gap, the present study adopts a qualitative case study approach to investigate the linguistic and intercultural challenges experienced by Indonesian migrant worker candidates enrolled in a Japanese pre-departure training program. Specifically, the study addresses the following research questions: (1) What linguistic challenges do Indonesian migrant worker candidates encounter when learning Japanese in a pre-departure training context? (2) How do pronunciation-related difficulties affect their meaning-making and spoken interaction? (3) What sociopragmatic and intercultural challenges emerge in preparing for Japanese workplace communication? By examining these questions through interviews, classroom observations, and open-ended questionnaires, this study contributes to the literature in three ways. First, it extends JSL research by foregrounding migrant worker candidates as a distinct learner population with workplace-oriented language learning needs. Second, it integrates linguistic and intercultural perspectives to demonstrate how script literacy, pronunciation, and sociopragmatic competence intersect in migration-oriented language learning. Third, it offers pedagogical insights for the design of more integrative pre-departure language training programs that better prepare migrant workers for communicative participation in Japanese professional environments. Literature Review Japanese as a Second Language in Non-academic Contexts Research on Japanese as a second or foreign language (JSL) has expanded significantly over the past two decades, addressing areas such as grammar acquisition, vocabulary development, pronunciation, and literacy skills. However, much of this research has been conducted in academic contexts, particularly among university students and long-term study-abroad learners (Mori & Mori, 2011 ). While these studies provide important insights into general patterns of Japanese language learning, they often overlook learner populations whose language use is primarily instrumental and workplace-oriented. Learners preparing for employment in Japan, such as migrant worker candidates, differ markedly from academic learners in terms of learning goals, time constraints, and communicative needs. For this population, Japanese language learning is closely tied to immediate professional functionality rather than long-term academic proficiency. As a result, challenges related to literacy, pronunciation, and pragmatic appropriateness may have more direct consequences for workplace performance and social integration. Despite the growing presence of migrant workers in Japan, empirical studies examining JSL learning in pre-departure or vocational training contexts remain limited. Literacy and Script Acquisition in Japanese Language Learning One of the most distinctive features of Japanese is its use of multiple writing systems—hiragana, katakana, and kanji—which poses unique challenges for second language learners. Previous studies have shown that learners whose first language employs an alphabetic writing system often experience cognitive overload when required to simultaneously acquire multiple scripts. Difficulties related to visual similarity, character memorization, and script differentiation are commonly reported, particularly among adult learners. To cope with these challenges, learners frequently rely on romaji as an initial literacy scaffold. While romaji can facilitate early access to pronunciation and meaning, prolonged dependence may hinder the development of functional literacy required for real-world communication. In workplace contexts, limited script competence can restrict learners’ ability to interpret written instructions, safety notices, and formal documents, thereby affecting communicative effectiveness and job performance. These findings suggest that script acquisition in JSL should be understood not only as a linguistic issue but also as a functional and contextualized skill linked to communicative demands. Pronunciation, Intelligibility, and Meaning-making in JSL Pronunciation has long been recognized as a critical component of oral communication in second language learning. In Japanese, phonological features such as vowel length, gemination, contracted sounds, and pitch accent play a crucial role in distinguishing meaning. Research in second language phonology indicates that learners whose first language lacks such distinctions may struggle to perceive and produce them accurately, leading to misunderstandings even when grammatical structures are correct (Levis, 2018 ). Beyond intelligibility, pronunciation difficulties can also influence learners’ confidence and willingness to communicate. In workplace settings, inaccurate pronunciation may be interpreted as a lack of competence or professionalism, thereby affecting interpersonal relations and task coordination. However, pronunciation research in JSL has often focused on classroom-based learners and controlled instructional settings, with limited attention to how pronunciation challenges impact meaning-making and interaction in occupational contexts. This gap highlights the need for research that connects pronunciation accuracy with functional communication in real-world environments. Intercultural Communicative Competence and Sociopragmatics Effective communication in Japanese professional contexts requires not only linguistic accuracy but also sensitivity to sociopragmatic norms. Concepts such as politeness strategies (keigo), indirect expressions, and non-verbal communication are deeply embedded in Japanese interactional practices. Studies on second language pragmatics emphasize that learners often struggle with these features due to limited exposure to authentic discourse and differences in cultural communication norms. Intercultural communicative competence (ICC) provides a useful framework for understanding these challenges, as it highlights the integration of linguistic knowledge, sociocultural awareness, and pragmatic ability. In the context of L2 Japanese, research has shown that learners may experience uncertainty and anxiety when navigating hierarchical relationships and selecting appropriate levels of politeness (McConachy & Fujino, 2021 ). Misinterpretation of indirect expressions or non-verbal cues can further complicate interaction, particularly in workplace settings where power relations and expectations are implicit. Despite the relevance of ICC to JSL learning, empirical studies that explicitly examine the intersection of linguistic and intercultural challenges among migrant worker candidates remain scarce. Most existing research addresses intercultural adaptation broadly or focuses on students in international education contexts, leaving a gap in understanding how ICC develops in migration-oriented language training programs. Research Gap and Contribution Taken together, existing literature highlights important aspects of Japanese language learning related to literacy, pronunciation, and pragmatics, yet these strands are often examined in isolation and within academic learning environments. There is a clear need for integrative research that explores how these dimensions intersect in vocational and migration-oriented contexts, particularly in pre-departure training programs for migrant workers. The present study addresses this gap by examining the linguistic and intercultural challenges faced by Indonesian migrant worker candidates learning Japanese in a pre-departure training context. By adopting a qualitative case study approach, the study provides a holistic understanding of how script acquisition, pronunciation, and sociopragmatic competence collectively shape learners’ communicative readiness for Japanese workplace environments. In doing so, it contributes to JSL and second/foreign language education research by foregrounding an underrepresented learner population and by offering insights relevant to the design of more context-sensitive language training programs. Methodology Research Design This study employed a qualitative case study design to explore the linguistic and intercultural challenges experienced by Indonesian migrant worker candidates learning Japanese as a second language (JSL) in a pre-departure training context. A case study approach was adopted to enable an in-depth and contextualized examination of learners’ experiences, perceptions, and communicative practices within a specific institutional setting. This design is particularly suitable for investigating the complex interplay between language learning, cultural norms, and workplace-oriented communication demands. Research Setting The research was conducted at a Japanese language pre-departure training institution in Indonesia that prepares migrant worker candidates for employment in Japan. The program emphasizes functional Japanese for workplace communication, including basic literacy in hiragana, katakana, and introductory kanji, pronunciation practice, and sociocultural norms relevant to Japanese professional environments. Instruction is delivered through classroom-based lessons complemented by role-play simulations of workplace interactions. Participants Participants were selected through purposive sampling to ensure alignment with the research objectives. A total of 20 migrant worker candidates participated in the study. Participants ranged in age from their early twenties to mid-thirties and represented diverse educational backgrounds. All participants were native speakers of Indonesian with limited prior exposure to Japanese before enrolling in the training program. To ensure confidentiality, participants are identified using numerical codes (e.g., Participant 01, Participant 02). Data Collection Data were collected using three complementary qualitative instruments: semi-structured interviews, non-participant classroom observations, and an open-ended questionnaire. Interviews Semi-structured interviews were conducted to capture participants’ perspectives on learning Japanese and their experiences with linguistic and intercultural challenges. Interview questions focused on three domains: (1) difficulties related to Japanese writing systems, (2) challenges in pronunciation and spoken communication, and (3) experiences with sociocultural and pragmatic aspects of Japanese workplace communication, including politeness strategies. Each interview lasted approximately 30–45 minutes and was conducted in Indonesian to allow participants to articulate their experiences freely. All interviews were audio-recorded with participants’ informed consent and transcribed verbatim for analysis. Classroom Observations Non-participant classroom observations were undertaken to supplement interview data and to capture naturally occurring learning behaviors. Observations focused on reading activities, pronunciation drills, and role-play tasks simulating workplace communication. Field notes documented recurrent patterns, learner strategies (such as reliance on romaji), and instances of communicative breakdown. Questionnaire An open-ended questionnaire was administered to all participants to obtain a broader range of reflections on learning Japanese. The questionnaire addressed challenges related to script acquisition, pronunciation, and sociocultural communication practices. Responses were used to corroborate and enrich themes identified through interviews and observations. Data Analysis Data were analyzed using thematic analysis through an iterative and inductive process. First, interview transcripts, observation notes, and questionnaire responses were read repeatedly to achieve familiarization with the data. Second, open coding was conducted to identify meaningful units related to linguistic and intercultural challenges. Third, codes were grouped into categories and refined into broader themes. Finally, the themes were interpreted in relation to existing literature on JSL, intercultural communicative competence, and workplace pragmatics. This analytical process resulted in three overarching themes: (1) challenges related to Japanese writing systems, (2) pronunciation difficulties affecting meaning-making, and (3) sociopragmatic and intercultural communication challenges. Trustworthiness Several strategies were employed to enhance the trustworthiness of the study. Methodological triangulation was achieved by integrating data from interviews, classroom observations, and questionnaires. Member checking was conducted by sharing preliminary interpretations with selected participants to confirm accuracy. Peer debriefing with fellow researchers supported the review of coding decisions and thematic interpretations. Rich data excerpts are presented to provide thick description and to allow readers to assess the credibility of the analysis. Ethical Considerations Ethical principles were observed throughout the research process. Participants were informed about the purpose of the study and provided informed consent prior to participation. Participation was voluntary, and anonymity and confidentiality were ensured by removing identifying information from all data sources. All data were used solely for research purposes. Results The analysis of interview data, classroom observations, and open-ended questionnaire responses from 20 participants identified three major and interrelated themes concerning the challenges faced by Indonesian migrant worker candidates in learning Japanese as a second language during pre-departure training. These themes correspond to the three summary tables presented in this study: challenges in Japanese script acquisition (Table 1 ), pronunciation-related difficulties (Table 2 ), and sociopragmatic and intercultural communication challenges (Table 3 ). Challenges in Japanese Script Acquisition Table 1 Learners’ Reported Difficulties in Acquiring Japanese Writing Systems (Hiragana, Katakana, and Kanji) Type of Difficulty Description of Difficulty Representative Excerpts Confusion between writing systems (hiragana, katakana, kanji) Learners experience difficulty distinguishing between different Japanese scripts due to unfamiliarity with non-alphabetic writing systems. “Saya mengalami kesulitan dalam mempelajari huruf Jepang karena bentuknya berbeda dari alfabet yang biasa saya gunakan.” (Informant 03) “I experience difficulty learning Japanese characters because their forms are different from the alphabet I am used to.” Confusion between hiragana and katakana Learners report confusion caused by visual similarity between certain hiragana and katakana characters. “Sulit membedakan antara hiragana dan katakana karena bentuknya hampir sama.” (Informant 10) “It is difficult to distinguish between hiragana and katakana because their shapes are almost the same.” Dependence on romaji Learners rely on romaji as an initial learning strategy, which affects the development of kana and kanji literacy. “Saya masih sering menggunakan romaji karena belum terbiasa membaca huruf Jepang.” (Informant 05) “I still often use romaji because I am not yet accustomed to reading Japanese characters.” Visually similar characters Learners encounter difficulty recognizing characters with similar shapes, particularly in katakana. “Huruf-huruf seperti シ dan ツ atau ソ dan ン sering tertukar karena bentuknya mirip.” (Informant 04) “Characters such as シ and ツ or ソ and ン are often confused because their shapes are similar.” Difficulty memorizing kanji Learners struggle to memorize kanji due to the need to remember form, reading, and meaning simultaneously. “Kanji paling sulit karena harus menghafal bentuk dan artinya sekaligus.” (Informant 14) “Kanji is the most difficult because I have to memorize both the form and the meaning at the same time.” Context-dependent kanji meanings Learners find it challenging to interpret kanji whose meanings change depending on context. “Satu kanji bisa punya banyak arti tergantung konteksnya, jadi sering membingungkan.” (Informant 14) “One kanji can have multiple meanings depending on the context, which is often confusing.” As summarized in Table 1 , most participants reported significant difficulties in acquiring Japanese writing systems, particularly due to the simultaneous learning of hiragana, katakana, and kanji. Among these, kanji was identified by many learners as the most challenging component because it requires memorizing both visual forms and meanings. Several participants also noted confusion caused by visually similar characters, especially within the katakana system. Interview data indicate that while some learners gradually adapted to hiragana and katakana through repeated practice, kanji continued to pose difficulties throughout the training period for many participants. Classroom observations corroborated these findings, showing frequent hesitation during reading tasks involving kanji and reliance on instructor support. To cope with script-related challenges, many participants reported using romaji as an initial learning strategy. Questionnaire responses suggest that romaji facilitated early pronunciation and memorization; however, classroom observations indicated that continued reliance by several learners delayed the development of fluency in reading kana and kanji, particularly during tasks involving written workplace-related materials. 2. Pronunciation Difficulties Affecting Meaning-Making Table 2 Pronunciation-Related Challenges Affecting Meaning-Making in Japanese Speech Type of Difficulty Description of Difficulty Representative Excerpts Vowel length distinction Difficulty distinguishing long and short vowels, affecting meaning. “Yang paling sulit itu panjang dan pendek bunyi.” (Informant 01) The most difficult aspect is vowel length. Gemination (small っ) Difficulty producing doubled consonants. “Huruf kecil seperti っ sering terlewat.” ( Informant 03) Small characters like っ are often missed. Contracted sounds (small や/ゆ/よ) Learners find it difficult to pronounce contracted sounds smoothly, affecting fluency. “Kalau ada huruf kecil や ゆ よ, saya sering bingung cara bacanya.” (Informant 04) When there are small や, ゆ, or よ characters, I often get confused about how to pronounce them. Pitch accent Learners experience uncertainty with pitch accent patterns, leading to hesitation in speech. “Aksen tinggi rendah itu sulit, takut salah arti.” (Informant 05) High and low pitch accents are difficult, and I am afraid of changing the meaning. Confidence in speaking Pronunciation difficulties reduce learners’ confidence and willingness to communicate orally. “Takut salah ngomong, jadi lebih banyak diam.” (Informant 07) I am afraid of speaking incorrectly, so I tend to remain silent. Note. All excerpts are taken from interview and questionnaire data. Informant codes are used to ensure anonymity. As shown in Table 2 , most participants experienced pronunciation-related difficulties involving vowel length, gemination (small っ), contracted sounds (small や/ゆ/よ), and pitch accent. These features were perceived as challenging because similar phonological distinctions do not exist in Indonesian. Interview and questionnaire data indicate that vowel length distinctions were considered problematic by many learners, as changes in sound duration often resulted in unintended shifts in meaning. Classroom observations further revealed that several participants produced minimal pairs inaccurately during pronunciation drills and role-play activities. Difficulties with small kana and contracted sounds were also observed to disrupt fluency for some learners, particularly in spontaneous speech. Beyond intelligibility, pronunciation challenges affected learners’ confidence in spoken interaction. Many participants expressed hesitation to speak due to fear of mispronunciation, and a few learners reported limiting their responses to short, memorized phrases during simulated workplace communication. 3. Sociopragmatic and Intercultural Communication Challenges Table 3 Sociopragmatic and Intercultural Communication Challenges in Japanese Workplace Contexts Type of Difficulty Description of Difficulty Representative Excerpts Use of politeness levels (keigo) Difficulty selecting appropriate politeness levels. “Saya masih sering mencampur bahasa biasa dan bahasa sopan.” (Informant 02) I often mix casual and polite language. Indirect expressions Difficulty interpreting implied meanings. “Kalau orang Jepang bilang chotto saya bingung.” (Informant 06) When Japanese people say chotto, I get confused. Aizuchi and turn-taking Learners are uncertain about appropriate backchanneling and conversational timing. “Saya bingung kapan harus menimpali saat lawan bicara berbicara.” (Informant 01) I am unsure when I should give backchannel responses while someone is speaking. Hierarchy and seniority Learners feel uncertain when communicating with superiors due to hierarchical norms. “Kalau berbicara dengan atasan, saya takut salah dan jadi tidak percaya diri.” (Informant 08) When speaking with superiors, I am afraid of making mistakes and lose confidence. Non-verbal communication Learners have limited awareness of non-verbal cues such as silence, gestures, and eye contact. “Saya masih belum paham arti diam atau gestur tertentu dalam komunikasi Jepang.” (Informant 09) I still do not understand the meaning of silence or certain gestures in Japanese communication. Note. All excerpts are taken from interview and questionnaire data. Informant codes are used to ensure anonymity. As summarized in Table 3 , many participants reported challenges related to sociopragmatic norms and intercultural communication in Japanese workplace contexts. These challenges included uncertainty in using appropriate politeness levels, difficulty interpreting indirect expressions, and limited awareness of non-verbal communication norms. Interview data show that most participants were unsure when to use casual forms, polite forms, or keigo, often resulting in mixed usage within a single utterance. Questionnaire responses further indicated that several learners experienced confusion regarding conversational norms such as aizuchi (backchanneling), greetings, and leave-taking expressions. Non-verbal communication also emerged as a challenge for many participants. Classroom observations revealed that some learners hesitated during role-play activities involving superiors, particularly in situations requiring indirect responses or interpretation of silence. These findings suggest that sociopragmatic challenges extend beyond linguistic form and involve difficulties in interpreting social hierarchy and implicit meaning in Japanese professional communication. Discussion This section discusses the findings in relation to existing theories and prior research on Japanese as a second language, intercultural communicative competence, and workplace pragmatics. The discussion is structured around the three major themes identified in the analysis. Script-System Overload and Early Literacy Challenges The findings indicate that participants experienced substantial difficulty in learning Japanese due to the simultaneous acquisition of three writing systems—hiragana, katakana, and kanji. This challenge is consistent with previous studies highlighting the cognitive demands of multi-script literacy, particularly for adult learners whose first language employs an alphabetic writing system. From a sociocultural perspective, participants’ reliance on romaji can be interpreted as a mediating strategy that facilitates initial access to meaning. However, prolonged dependence on romaji may impede the development of functional literacy required in Japanese workplaces, such as reading safety instructions, signage, and written task guidelines. By situating script-related challenges within a pre-departure migrant training context, this study extends prior JSL research and demonstrates how time constraints and instrumental learning goals intensify the effects of script-system overload. Pronunciation Difficulties and Meaning Negotiation Pronunciation-related difficulties, particularly those involving vowel length, gemination (small っ), contracted sounds (small や/ゆ/よ), and pitch accent, were found to interfere with participants’ ability to convey intended meanings. These findings align with research in second language phonology, which emphasizes the semantic consequences of phonetic distinctions in Japanese. Beyond intelligibility, inaccurate pronunciation affected learners’ confidence in spoken interaction. In workplace settings, such difficulties may lead to misunderstandings during task execution or perceptions of communicative inadequacy. This study contributes to existing literature by highlighting pronunciation as a critical component of occupational communication for migrant workers rather than a purely linguistic concern. Sociopragmatic and Intercultural Communication Challenges Participants also reported challenges in navigating Japanese sociopragmatic norms, including the use of keigo, indirect expressions, and non-verbal communication practices. These challenges reflect limited exposure to authentic workplace discourse and hierarchical interaction patterns. Difficulties in interpreting indirect expressions such as chotto further illustrate gaps in pragmatic inference skills. Drawing on intercultural communicative competence theory, the findings demonstrate that effective communication requires not only linguistic knowledge but also awareness of social hierarchy, politeness norms, and interactional expectations. The results underscore how sociopragmatic challenges intersect with power relations in Japanese workplace contexts. Implications for Japanese Language Training Programs The findings suggest that pre-departure Japanese language training programs for migrant workers should move beyond grammar- and vocabulary-focused instruction. Effective programs should integrate script-focused literacy development, pronunciation training emphasizing meaning contrasts, and scenario-based intercultural communication activities that reflect workplace hierarchies and interactional norms. Conclusion This study examined the linguistic and intercultural challenges encountered by Indonesian migrant worker candidates learning Japanese as a second language in a pre-departure training context. Using qualitative data from interviews, classroom observations, and open-ended questionnaires, the study identified three interrelated challenges: multi-script literacy demands, pronunciation features affecting meaning-making, and sociopragmatic norms governing workplace communication. The study contributes theoretically to research on Japanese as a second language and intercultural communicative competence by demonstrating that linguistic difficulties are inseparable from sociocultural expectations in migration-oriented language learning. Unlike prior JSL studies conducted primarily in academic contexts, this research foregrounds the instrumental, time-bound, and workplace-driven nature of language learning among migrant worker candidates. From a practical perspective, the findings highlight the importance of integrative training models that combine literacy, pronunciation, and intercultural pragmatics. Such approaches are essential for enhancing communicative readiness and reducing the risk of misunderstanding in Japanese professional environments. Limitations and Future Research This study has several limitations. First, the research was conducted in a single training context, which may limit the transferability of the findings. Second, data were collected prior to participants’ departure to Japan; therefore, the study does not capture how these challenges evolve through actual workplace experience. Future research could adopt longitudinal designs to examine language development before and after migration or conduct comparative studies across different employment sectors. Contribution Statement This study makes three key contributions. First, it extends research on Japanese as a second language by situating language learning within the context of pre-departure migrant worker training. Second, it provides empirical evidence of the interrelationship between linguistic challenges and intercultural pragmatics in workplace-oriented communication. Third, it offers pedagogical insights for the design of context-sensitive Japanese language training programs tailored to migrant populations. Declarations Ethics approval and consent to participate This study did not require formal Institutional Review Board (IRB) approval according to institutional regulations, as it involved voluntary participation and posed minimal risk to participants. All participants were informed about the purpose of the study and provided their informed consent prior to participation. Consent for publication Not applicable. Human ethics and consent to participate declarations All procedures performed in this study involving human participants were conducted in accordance with ethical research standards. Participation was voluntary, and confidentiality and anonymity were ensured throughout the research process. Competing interests The authors declare no competing interests. Funding This research received no external funding. Author Contribution A.S., A.N., and H.F. contributed to writing the manuscript. A.S. conceptualized the study and coordinated the research process. A.S. and H.F. conducted manuscript review and revisions. All authors approved the final manuscript. Acknowledgement The authors gratefully acknowledge Universitas Brawijaya for its institutional support, academic facilitation, and research environment that made this study possible. The university’s commitment to advancing scholarly inquiry in language and intercultural education provided essential support throughout the research process. The authors also acknowledge the use of artificial intelligence (AI)–assisted tools to support language refinement and manuscript editing. All intellectual content, data analysis, interpretations, and final decisions remain the sole responsibility of the authors. References Acar, A. (2021). Two models of reuse situations in language textbooks . English Scholarship Beyond Borders. Asis, E., & Carandang, R. R. (2020). The plight of migrant care workers in Japan: A qualitative study of their stressors on caregiving. Journal of Migration and Health, 1–2 , 100001. https://doi.org/10.1016/j.jmh.2020.100001 Bogach, N., Boitsova, E., Chernonog, S., Lamtev, A., Lesnichaya, M., Lezhenin, I., Novopashenny, A., Svechnikov, R., Tsikach, D., Vasiliev, K., Pyshkin, E., & Blake, J. (2021). Speech processing for language learning: A practical approach to computer-assisted pronunciation teaching. Electronics , 10 (3), 235. https://doi.org/10.3390/electronics10030235 Chen, L., Tokuda, N., & Xiao, D. (2002). A POST parser-based learner model for template-based ICALL for Japanese–English writing skills. Computer Assisted Language Learning , 15 (4), 357–371. https://doi.org/10.1076/call.15.4.357.8267 Chwialkowska, A., Bhatti, W. A., & Głowik, M. (2020). The influence of cultural values on pro-environmental behavior. Journal of Cleaner Production , 268 , 122305. https://doi.org/10.1016/j.jclepro.2020.122305 Djatmika, D., Mohamad, B., Santosa, R., & Wibowo, A. H. (2024). Intercultural communicative competence among Indonesian migrant workers in Malaysia: A qualitative exploration. Frontiers in Sociology , 9 , 1321451. https://doi.org/10.3389/fsoc.2024.1321451 Efendi, F., Chen, C. M., Kurniati, A., Arief, Y. S., & Ogawa, R. (2022). The course of broken dreams: The expectations and realities of the life of Indonesian nurses as care workers in Japan. Collegian (Royal College Of Nursing, Australia) , 29 (5), 629–636. https://doi.org/10.1016/j.colegn.2022.04.002 Enriquez, J. P., & Archila-Godinez, J. C. (2022). Social and cultural influences on food choices: A review. Critical Reviews in Food Science and Nutrition , 62 (13), 3698–3714. https://doi.org/10.1080/10408398.2020.1870434 González-Davies, M., & Enríquez Raído, V. (2018). Situated learning in translator and interpreter training: Bridging research and good practice. In Situated learning in translator and interpreter training (pp. 1–18). Routledge. https://doi.org/10.4324/9780203732304-1 Gottlieb, N. (2011). Language policy in Japan: The challenge of change . Cambridge University Press. https://doi.org/10.1017/CBO9781139017510 Hassanzadeh, M., & Salehizadeh, M. J. (2020). Focus on form options in second language pronunciation instruction: The case of lexical stress. TESOL Journal , 11 (2), e486. https://doi.org/10.1002/tesj.486 Iwasaki, C., Tada, Y., Furukawa, T., Sasaki, K., Yamada, Y., Nakazawa, T., & Ikezawa, T. (2019). Design of e-learning and online tutoring as learning support for academic writing. Asian Association of Open Universities Journal , 14 (2), 169–183. https://doi.org/10.1108/AAOUJ-06-2019-0024 Katriana, A. (2025, January 6). Government targets to send 425,000 migrant workers abroad in 2025. ANTARA News . https://en.antaranews.com/news/340430/government-targets-to-send-425000-migrant-workers-abroad-in-2025 Khan, O., Varaksina, N., & Hinterhuber, A. (2024). The influence of cultural differences on consumers’ willingness to pay more for sustainable fashion. Journal of Cleaner Production , 442 , 141024. https://doi.org/10.1016/j.jclepro.2024.141024 Koyama, N. (2022). Academic Japanese: Challenges and myths for learners of Japanese as a foreign language in the United States. In The Routledge handbook of Asian linguistics (pp. 559–572). Routledge. https://doi.org/10.4324/9781003090205-44 Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation . Cambridge University Press. https://doi.org/10.1017/9781108241564 Liu, Y., Song, Y., & Yan, Y. (2022). Problems and countermeasures associated with intercultural adaptation in international education according to the communication action theory model. Frontiers in Psychology , 13 , 942914. https://doi.org/10.3389/fpsyg.2022.942914 Mazumi, Y. (2019). What shapes local demand for ‘guest worker’ migrants in Japan? The case of the seafood processing industry. Contemporary Japan , 31 (1), 22–40. https://doi.org/10.1080/18692729.2018.1563346 McConachy, T., & Fujino, H. (2021). Negotiating politeness practices and interpersonal connections in L2 Japanese. In Teaching and learning second language pragmatics for intercultural understanding (pp. 33–48). Routledge. https://doi.org/10.4324/9781003094128-2 Mori, Y., & Mori, J. (2011). Review of recent research (2000–2010) on learning and instruction with specific reference to L2 Japanese. Language Teaching , 44 (4), 427–449. https://doi.org/10.1017/S0261444811000292 Morita, L. (2023). Interior frontiers and highly skilled migrants’ work-related challenges in Japan. SSRN Electronic Journal . https://doi.org/10.2139/ssrn.4558442 Nippon.com. (2025, February 27). Japan’s foreign workers hit new record of 2.3 million. https://www.nippon.com/en/japan-data/h02312/ Oeinada, I. G., Sari, I. A. L., Putra, A. A. A. B. B., & Kusuma, I. K. R. (2023). Permasalahan yang dihadapi oleh pendidikan bahasa Jepang pada SMA/SMK di Bali. Humanis , 27 (1), 87–95. https://doi.org/10.24843/jh.2023.v27.i01.p09 Podoynitsyna, I. I., Petrov, S. G., Fedorova, A. A., & Yakovlev, P. I. (2017). Cross-cultural experiments as an adaptation strategy. RUDN Journal of Sociology , 17 (4), 578–591. https://doi.org/10.22363/2313-2272-2017-17-4-578-591 Reny, P., & Trahutami, W. S. I. (2020). Pembekalan bahasa Jepang untuk bekerja ( Shigoto no tame no Nihongo ) bagi calon pemagang ke Jepang. Harmoni: Jurnal Pengabdian Kepada Masyarakat , 4 (2), 89–95. Sánchez-Hernández, A., & Barón, J. (2022). Teaching second language pragmatics in the current era of globalization. Language Teaching Research , 26 (4), 503–510. https://doi.org/10.1177/13621688211064931 Saputro, A. E., & Hastomo, W. (2020). Edukasi perencanaan keuangan bagi calon pemagang ke Jepang. CARADDE: Jurnal Pengabdian Kepada Masyarakat , 3 (1), 45–52. Setyanto, A., Efrizal, E., & Nugroho, Y. P. A. (2023). Students’ perspectives on acceptable online learning platforms for Japanese language skills courses. Al-Ishlah: Jurnal Pendidikan , 15 (3), 3573–3584. https://doi.org/10.35445/alishlah.v15i3.3097 Suprapti, N. W., Sugihartini, N., & Sindu, I. G. P. (2019). Pengaruh game edukasi Nihongo Benkyou terhadap prestasi belajar bahasa Jepang siswa kelas X. KARMAPATI , 8 (2), 119–128. https://doi.org/10.23887/karmapati.v8i2.18272 Tanopa, I. W. J., Sadyana, I. W., & Hermawan, G. S. (2020). Profil strategi pembelajaran bahasa Jepang di SMA Negeri 1 Tegallalang. Jurnal Pendidikan Bahasa Jepang Undiksha , 6 (1), 1–9. https://doi.org/10.23887/jpbj.v6i1.23678 Udjaja, Y., Suri, P. A., Gunawan, R. S., & Hartanto, F. (2022). Game-based learning increases Japanese language learning through video games. International Journal of Advanced Computer Science and Applications , 13 (2), 223–230. https://doi.org/10.14569/IJACSA.2022.0130268 Uno, A., Wydell, T. N., Haruhara, N., Kaneko, M., & Shinya, N. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children. Reading and Writing , 22 (6), 693–714. https://doi.org/10.1007/s11145-008-9128-8 Wardhana, C. K., Oesman, A. M., Prasetiani, D., & Isnavia, T. (2021). Pelatihan persiapan ujian kemampuan bahasa Jepang level N4 mata uji dokkai bagi calon pemagang ke Jepang. Jurnal Puruhita , 3 (1), 1–7. https://doi.org/10.15294/puruhita.v3i1.53065 Wu, X. I., Watson, B. M., & Baker, S. C. (2024). The role of language use and communication in Mainland Chinese students’ cross-cultural adaptation to Hong Kong. Language and Intercultural Communication , 24 (1), 1–17. https://doi.org/10.1080/14708477.2023.2250748 Xia, Z. (2020). Culture shock and adaptation tactics for overseas Chinese students. Theory and Practice in Language Studies , 10 (3), 311–317. https://doi.org/10.17507/tpls.1003.11 Yen, K. W., & Liuhuang, L. C. (2021). Migrant labour rights protection in distant water fishing in Taiwan. Marine Policy , 130 , 104805. https://doi.org/10.1016/j.marpol.2021.104805 Zammit, K. (2015). Extending students’ semiotic understandings. In International handbook of semiotics (pp. 877–889). Springer. https://doi.org/10.1007/978-94-017-9404-6_62 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8857635","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":600346954,"identity":"151847fa-8095-4d2c-85bd-e54a76730c18","order_by":0,"name":"Aji Setyanto","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAxElEQVRIiWNgGAWjYFCChIQDQFKOQQLMk2BsIFaLMUlawGRiA0QLA2Et/O0JDw98YKhL33C7gfHDDwYLWYJaJM48SDg4g+Fw7oY7B5glexgkjAk77EZCwmEehgO5G24kMEgDjUgkqEUepOUP0GEGNxKYfxOlxQCkhYGBOQHIYCPOFkOQX3oYDhvOvHOwzbLHgAi/yB3PSQYGVJ083+3mwzd+VNQRDjEGBp4EBsZ/IAYoRgwIqwcC9gNEKRsFo2AUjIIRDABBYkGRSM8+qQAAAABJRU5ErkJggg==","orcid":"","institution":"University of Brawijaya","correspondingAuthor":true,"prefix":"","firstName":"Aji","middleName":"","lastName":"Setyanto","suffix":""},{"id":600346955,"identity":"3c96085b-3050-4386-a175-ddf3e9758917","order_by":1,"name":"Ai Nishimura","email":"","orcid":"","institution":"The Japan Foundation","correspondingAuthor":false,"prefix":"","firstName":"Ai","middleName":"","lastName":"Nishimura","suffix":""},{"id":600346956,"identity":"a404bf15-6051-497a-a969-5afe7981a0fc","order_by":2,"name":"Henky Fernando","email":"","orcid":"","institution":"","correspondingAuthor":false,"prefix":"","firstName":"Henky","middleName":"","lastName":"Fernando","suffix":""}],"badges":[],"createdAt":"2026-02-12 05:08:52","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8857635/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8857635/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":105888478,"identity":"5f65c94c-7bf8-41fd-a986-9a59b53aa18d","added_by":"auto","created_at":"2026-04-01 07:44:25","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":990360,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8857635/v1/9a3c2256-019c-4a3a-b9f6-05cb88a2e856.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Japanese as a Second Language for Indonesian Migrant Worker Candidates: Linguistic and Intercultural Challenges in Pre-departure Training","fulltext":[{"header":"Introduction","content":"\u003cp\u003eInternational labor mobility has intensified the need for language education programs that prepare migrant workers for effective communication in linguistically and culturally diverse workplaces. For Indonesian migrant worker candidates seeking employment in Japan, learning Japanese as a second language (JSL) is not merely a matter of acquiring grammatical knowledge or vocabulary, but also of developing the ability to communicate appropriately within hierarchical, indirect, and culturally embedded professional environments. In this context, linguistic competence and intercultural communicative competence are inseparable components of communicative readiness.\u003c/p\u003e \u003cp\u003ePrevious research on Japanese as a second or foreign language has predominantly focused on learners in academic or formal classroom settings, such as university students or long-term study-abroad participants (Mori \u0026amp; Mori, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). While these studies have provided valuable insights into grammar acquisition, vocabulary development, and general proficiency, relatively limited attention has been paid to migrant worker populations whose language learning is shaped by time constraints, instrumental goals, and immediate workplace demands. As a result, existing JSL research does not fully capture the communicative challenges faced by learners preparing for employment rather than academic advancement.\u003c/p\u003e \u003cp\u003ePre-departure language training programs for migrant workers represent a particularly underexplored context in second and foreign language education research. In such programs, learners are required to simultaneously develop basic literacy across multiple Japanese writing systems, achieve sufficient pronunciation accuracy to avoid misunderstandings, and acquire sociopragmatic knowledge relevant to workplace interaction. For learners whose first language uses a Roman alphabet and whose cultural communication norms differ from those of Japan, these demands can create substantial cognitive and communicative challenges.\u003c/p\u003e \u003cp\u003eFrom an intercultural perspective, effective workplace communication in Japan requires more than linguistic accuracy. Learners must also develop sensitivity to politeness strategies (keigo), indirect expressions, and context-dependent meanings that are central to Japanese interactional norms (Mc. Conachy \u0026amp; Fujino, 2021). Difficulties in these areas may result not only in communicative breakdowns but also in anxiety, reduced confidence, and challenges in professional integration. Despite their practical significance, studies that integrate linguistic and intercultural dimensions of JSL learning among migrant worker candidates remain scarce.\u003c/p\u003e \u003cp\u003eTo address this gap, the present study adopts a qualitative case study approach to investigate the linguistic and intercultural challenges experienced by Indonesian migrant worker candidates enrolled in a Japanese pre-departure training program. Specifically, the study addresses the following research questions:\u003c/p\u003e \u003cp\u003e(1) What linguistic challenges do Indonesian migrant worker candidates encounter when learning Japanese in a pre-departure training context?\u003c/p\u003e \u003cp\u003e(2) How do pronunciation-related difficulties affect their meaning-making and spoken interaction?\u003c/p\u003e \u003cp\u003e(3) What sociopragmatic and intercultural challenges emerge in preparing for Japanese workplace communication?\u003c/p\u003e \u003cp\u003eBy examining these questions through interviews, classroom observations, and open-ended questionnaires, this study contributes to the literature in three ways. First, it extends JSL research by foregrounding migrant worker candidates as a distinct learner population with workplace-oriented language learning needs. Second, it integrates linguistic and intercultural perspectives to demonstrate how script literacy, pronunciation, and sociopragmatic competence intersect in migration-oriented language learning. Third, it offers pedagogical insights for the design of more integrative pre-departure language training programs that better prepare migrant workers for communicative participation in Japanese professional environments.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eJapanese as a Second Language in Non-academic Contexts\u003c/h2\u003e \u003cp\u003eResearch on Japanese as a second or foreign language (JSL) has expanded significantly over the past two decades, addressing areas such as grammar acquisition, vocabulary development, pronunciation, and literacy skills. However, much of this research has been conducted in academic contexts, particularly among university students and long-term study-abroad learners (Mori \u0026amp; Mori, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). While these studies provide important insights into general patterns of Japanese language learning, they often overlook learner populations whose language use is primarily instrumental and workplace-oriented.\u003c/p\u003e \u003cp\u003eLearners preparing for employment in Japan, such as migrant worker candidates, differ markedly from academic learners in terms of learning goals, time constraints, and communicative needs. For this population, Japanese language learning is closely tied to immediate professional functionality rather than long-term academic proficiency. As a result, challenges related to literacy, pronunciation, and pragmatic appropriateness may have more direct consequences for workplace performance and social integration. Despite the growing presence of migrant workers in Japan, empirical studies examining JSL learning in pre-departure or vocational training contexts remain limited.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eLiteracy and Script Acquisition in Japanese Language Learning\u003c/h3\u003e\n\u003cp\u003eOne of the most distinctive features of Japanese is its use of multiple writing systems\u0026mdash;hiragana, katakana, and kanji\u0026mdash;which poses unique challenges for second language learners. Previous studies have shown that learners whose first language employs an alphabetic writing system often experience cognitive overload when required to simultaneously acquire multiple scripts. Difficulties related to visual similarity, character memorization, and script differentiation are commonly reported, particularly among adult learners.\u003c/p\u003e \u003cp\u003eTo cope with these challenges, learners frequently rely on romaji as an initial literacy scaffold. While romaji can facilitate early access to pronunciation and meaning, prolonged dependence may hinder the development of functional literacy required for real-world communication. In workplace contexts, limited script competence can restrict learners\u0026rsquo; ability to interpret written instructions, safety notices, and formal documents, thereby affecting communicative effectiveness and job performance. These findings suggest that script acquisition in JSL should be understood not only as a linguistic issue but also as a functional and contextualized skill linked to communicative demands.\u003c/p\u003e\n\u003ch3\u003ePronunciation, Intelligibility, and Meaning-making in JSL\u003c/h3\u003e\n\u003cp\u003e Pronunciation has long been recognized as a critical component of oral communication in second language learning. In Japanese, phonological features such as vowel length, gemination, contracted sounds, and pitch accent play a crucial role in distinguishing meaning. Research in second language phonology indicates that learners whose first language lacks such distinctions may struggle to perceive and produce them accurately, leading to misunderstandings even when grammatical structures are correct (Levis, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBeyond intelligibility, pronunciation difficulties can also influence learners\u0026rsquo; confidence and willingness to communicate. In workplace settings, inaccurate pronunciation may be interpreted as a lack of competence or professionalism, thereby affecting interpersonal relations and task coordination. However, pronunciation research in JSL has often focused on classroom-based learners and controlled instructional settings, with limited attention to how pronunciation challenges impact meaning-making and interaction in occupational contexts. This gap highlights the need for research that connects pronunciation accuracy with functional communication in real-world environments.\u003c/p\u003e\n\u003ch3\u003eIntercultural Communicative Competence and Sociopragmatics\u003c/h3\u003e\n\u003cp\u003eEffective communication in Japanese professional contexts requires not only linguistic accuracy but also sensitivity to sociopragmatic norms. Concepts such as politeness strategies (keigo), indirect expressions, and non-verbal communication are deeply embedded in Japanese interactional practices. Studies on second language pragmatics emphasize that learners often struggle with these features due to limited exposure to authentic discourse and differences in cultural communication norms.\u003c/p\u003e \u003cp\u003eIntercultural communicative competence (ICC) provides a useful framework for understanding these challenges, as it highlights the integration of linguistic knowledge, sociocultural awareness, and pragmatic ability. In the context of L2 Japanese, research has shown that learners may experience uncertainty and anxiety when navigating hierarchical relationships and selecting appropriate levels of politeness (McConachy \u0026amp; Fujino, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Misinterpretation of indirect expressions or non-verbal cues can further complicate interaction, particularly in workplace settings where power relations and expectations are implicit.\u003c/p\u003e \u003cp\u003eDespite the relevance of ICC to JSL learning, empirical studies that explicitly examine the intersection of linguistic and intercultural challenges among migrant worker candidates remain scarce. Most existing research addresses intercultural adaptation broadly or focuses on students in international education contexts, leaving a gap in understanding how ICC develops in migration-oriented language training programs.\u003c/p\u003e\n\u003ch3\u003eResearch Gap and Contribution\u003c/h3\u003e\n\u003cp\u003eTaken together, existing literature highlights important aspects of Japanese language learning related to literacy, pronunciation, and pragmatics, yet these strands are often examined in isolation and within academic learning environments. There is a clear need for integrative research that explores how these dimensions intersect in vocational and migration-oriented contexts, particularly in pre-departure training programs for migrant workers.\u003c/p\u003e \u003cp\u003eThe present study addresses this gap by examining the linguistic and intercultural challenges faced by Indonesian migrant worker candidates learning Japanese in a pre-departure training context. By adopting a qualitative case study approach, the study provides a holistic understanding of how script acquisition, pronunciation, and sociopragmatic competence collectively shape learners\u0026rsquo; communicative readiness for Japanese workplace environments. In doing so, it contributes to JSL and second/foreign language education research by foregrounding an underrepresented learner population and by offering insights relevant to the design of more context-sensitive language training programs.\u003c/p\u003e "},{"header":"Methodology","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThis study employed a qualitative case study design to explore the linguistic and intercultural challenges experienced by Indonesian migrant worker candidates learning Japanese as a second language (JSL) in a pre-departure training context. A case study approach was adopted to enable an in-depth and contextualized examination of learners\u0026rsquo; experiences, perceptions, and communicative practices within a specific institutional setting. This design is particularly suitable for investigating the complex interplay between language learning, cultural norms, and workplace-oriented communication demands.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e\n\u003ch3\u003eResearch Setting\u003c/h3\u003e\n\u003cp\u003eThe research was conducted at a Japanese language pre-departure training institution in Indonesia that prepares migrant worker candidates for employment in Japan. The program emphasizes functional Japanese for workplace communication, including basic literacy in hiragana, katakana, and introductory kanji, pronunciation practice, and sociocultural norms relevant to Japanese professional environments. Instruction is delivered through classroom-based lessons complemented by role-play simulations of workplace interactions.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eParticipants\u003c/h2\u003e \u003cp\u003eParticipants were selected through purposive sampling to ensure alignment with the research objectives. A total of \u003cb\u003e20 migrant worker candidates\u003c/b\u003e participated in the study. Participants ranged in age from their early twenties to mid-thirties and represented diverse educational backgrounds. All participants were native speakers of Indonesian with limited prior exposure to Japanese before enrolling in the training program. To ensure confidentiality, participants are identified using numerical codes (e.g., Participant 01, Participant 02).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eData Collection\u003c/h2\u003e \u003cp\u003eData were collected using three complementary qualitative instruments: semi-structured interviews, non-participant classroom observations, and an open-ended questionnaire.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eInterviews\u003c/h2\u003e \u003cp\u003e Semi-structured interviews were conducted to capture participants\u0026rsquo; perspectives on learning Japanese and their experiences with linguistic and intercultural challenges. Interview questions focused on three domains: (1) difficulties related to Japanese writing systems, (2) challenges in pronunciation and spoken communication, and (3) experiences with sociocultural and pragmatic aspects of Japanese workplace communication, including politeness strategies.\u003c/p\u003e \u003cp\u003eEach interview lasted approximately \u003cb\u003e30\u0026ndash;45 minutes\u003c/b\u003e and was conducted in Indonesian to allow participants to articulate their experiences freely. All interviews were audio-recorded with participants\u0026rsquo; informed consent and transcribed verbatim for analysis.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eClassroom Observations\u003c/h2\u003e \u003cp\u003eNon-participant classroom observations were undertaken to supplement interview data and to capture naturally occurring learning behaviors. Observations focused on reading activities, pronunciation drills, and role-play tasks simulating workplace communication. Field notes documented recurrent patterns, learner strategies (such as reliance on romaji), and instances of communicative breakdown.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eQuestionnaire\u003c/h2\u003e \u003cp\u003eAn open-ended questionnaire was administered to all participants to obtain a broader range of reflections on learning Japanese. The questionnaire addressed challenges related to script acquisition, pronunciation, and sociocultural communication practices. Responses were used to corroborate and enrich themes identified through interviews and observations.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eData were analyzed using thematic analysis through an iterative and inductive process. First, interview transcripts, observation notes, and questionnaire responses were read repeatedly to achieve familiarization with the data. Second, open coding was conducted to identify meaningful units related to linguistic and intercultural challenges. Third, codes were grouped into categories and refined into broader themes. Finally, the themes were interpreted in relation to existing literature on JSL, intercultural communicative competence, and workplace pragmatics.\u003c/p\u003e \u003cp\u003eThis analytical process resulted in three overarching themes: (1) challenges related to Japanese writing systems, (2) pronunciation difficulties affecting meaning-making, and (3) sociopragmatic and intercultural communication challenges.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eTrustworthiness\u003c/h2\u003e \u003cp\u003eSeveral strategies were employed to enhance the trustworthiness of the study. Methodological triangulation was achieved by integrating data from interviews, classroom observations, and questionnaires. Member checking was conducted by sharing preliminary interpretations with selected participants to confirm accuracy. Peer debriefing with fellow researchers supported the review of coding decisions and thematic interpretations. Rich data excerpts are presented to provide thick description and to allow readers to assess the credibility of the analysis.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eEthical Considerations\u003c/h2\u003e \u003cp\u003e Ethical principles were observed throughout the research process. Participants were informed about the purpose of the study and provided informed consent prior to participation. Participation was voluntary, and anonymity and confidentiality were ensured by removing identifying information from all data sources. All data were used solely for research purposes.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eThe analysis of interview data, classroom observations, and open-ended questionnaire responses from 20 participants identified three major and interrelated themes concerning the challenges faced by Indonesian migrant worker candidates in learning Japanese as a second language during pre-departure training. These themes correspond to the three summary tables presented in this study: challenges in Japanese script acquisition (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e), pronunciation-related difficulties (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e), and sociopragmatic and intercultural communication challenges (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eChallenges in Japanese Script Acquisition\u003c/b\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eLearners\u0026rsquo; Reported Difficulties in Acquiring Japanese Writing Systems (Hiragana, Katakana, and Kanji)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of Difficulty\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDescription of Difficulty\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRepresentative Excerpts\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConfusion between writing systems (hiragana, katakana, kanji)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners experience difficulty distinguishing between different Japanese scripts due to unfamiliarity with non-alphabetic writing systems.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Saya mengalami kesulitan dalam mempelajari huruf Jepang karena bentuknya berbeda dari alfabet yang biasa saya gunakan.\u0026rdquo;\u003c/em\u003e (Informant 03) \u003cem\u003e\u0026ldquo;I experience difficulty learning Japanese characters because their forms are different from the alphabet I am used to.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConfusion between hiragana and katakana\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners report confusion caused by visual similarity between certain hiragana and katakana characters.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Sulit membedakan antara hiragana dan katakana karena bentuknya hampir sama.\u0026rdquo;\u003c/em\u003e (Informant 10) \u003cem\u003e\u0026ldquo;It is difficult to distinguish between hiragana and katakana because their shapes are almost the same.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDependence on romaji\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners rely on romaji as an initial learning strategy, which affects the development of kana and kanji literacy.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Saya masih sering menggunakan romaji karena belum terbiasa membaca huruf Jepang.\u0026rdquo;\u003c/em\u003e (Informant 05) \u003cem\u003e\u0026ldquo;I still often use romaji because I am not yet accustomed to reading Japanese characters.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVisually similar characters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners encounter difficulty recognizing characters with similar shapes, particularly in katakana.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Huruf-huruf seperti シ dan ツ atau ソ dan ン sering tertukar karena bentuknya mirip.\u0026rdquo;\u003c/em\u003e (Informant 04) \u003cem\u003e\u0026ldquo;Characters such as シ and ツ or ソ and ン are often confused because their shapes are similar.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDifficulty memorizing kanji\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners struggle to memorize kanji due to the need to remember form, reading, and meaning simultaneously.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Kanji paling sulit karena harus menghafal bentuk dan artinya sekaligus.\u0026rdquo;\u003c/em\u003e (Informant 14) \u003cem\u003e\u0026ldquo;Kanji is the most difficult because I have to memorize both the form and the meaning at the same time.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eContext-dependent kanji meanings\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners find it challenging to interpret kanji whose meanings change depending on context.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Satu kanji bisa punya banyak arti tergantung konteksnya, jadi sering membingungkan.\u0026rdquo;\u003c/em\u003e (Informant 14) \u003cem\u003e\u0026ldquo;One kanji can have multiple meanings depending on the context, which is often confusing.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs summarized in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, most participants reported significant difficulties in acquiring Japanese writing systems, particularly due to the simultaneous learning of hiragana, katakana, and kanji. Among these, kanji was identified by many learners as the most challenging component because it requires memorizing both visual forms and meanings. Several participants also noted confusion caused by visually similar characters, especially within the katakana system.\u003c/p\u003e \u003cp\u003eInterview data indicate that while some learners gradually adapted to hiragana and katakana through repeated practice, kanji continued to pose difficulties throughout the training period for many participants. Classroom observations corroborated these findings, showing frequent hesitation during reading tasks involving kanji and reliance on instructor support.\u003c/p\u003e \u003cp\u003e To cope with script-related challenges, many participants reported using romaji as an initial learning strategy. Questionnaire responses suggest that romaji facilitated early pronunciation and memorization; however, classroom observations indicated that continued reliance by several learners delayed the development of fluency in reading kana and kanji, particularly during tasks involving written workplace-related materials.\u003c/p\u003e \u003cp\u003e \u003cb\u003e2. Pronunciation Difficulties Affecting Meaning-Making\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePronunciation-Related Challenges Affecting Meaning-Making in Japanese Speech\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of Difficulty\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDescription of Difficulty\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRepresentative Excerpts\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVowel length distinction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty distinguishing long and short vowels, affecting meaning.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Yang paling sulit itu panjang dan pendek bunyi.\u0026rdquo;\u003c/em\u003e (Informant 01)\u003c/p\u003e \u003cp\u003eThe most difficult aspect is vowel length.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGemination (small っ)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty producing doubled consonants.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Huruf kecil seperti っ sering terlewat.\u0026rdquo; (\u003c/em\u003eInformant 03)\u003c/p\u003e \u003cp\u003eSmall characters like っ are often missed.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eContracted sounds (small や/ゆ/よ)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners find it difficult to pronounce contracted sounds smoothly, affecting fluency.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Kalau ada huruf kecil や ゆ よ, saya sering bingung cara bacanya.\u0026rdquo;\u003c/em\u003e (Informant 04)\u003c/p\u003e \u003cp\u003eWhen there are small や, ゆ, or よ characters, I often get confused about how to pronounce them.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePitch accent\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners experience uncertainty with pitch accent patterns, leading to hesitation in speech.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Aksen tinggi rendah itu sulit, takut salah arti.\u0026rdquo;\u003c/em\u003e (Informant 05)\u003c/p\u003e \u003cp\u003eHigh and low pitch accents are difficult, and I am afraid of changing the meaning.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConfidence in speaking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePronunciation difficulties reduce learners\u0026rsquo; confidence and willingness to communicate orally.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Takut salah ngomong, jadi lebih banyak diam.\u0026rdquo;\u003c/em\u003e (Informant 07)\u003c/p\u003e \u003cp\u003eI am afraid of speaking incorrectly, so I tend to remain silent.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003e\u003cem\u003eNote. All excerpts are taken from interview and questionnaire data. Informant codes are used to ensure anonymity.\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, most participants experienced pronunciation-related difficulties involving vowel length, gemination (small っ), contracted sounds (small や/ゆ/よ), and pitch accent. These features were perceived as challenging because similar phonological distinctions do not exist in Indonesian.\u003c/p\u003e \u003cp\u003eInterview and questionnaire data indicate that vowel length distinctions were considered problematic by many learners, as changes in sound duration often resulted in unintended shifts in meaning. Classroom observations further revealed that several participants produced minimal pairs inaccurately during pronunciation drills and role-play activities. Difficulties with small kana and contracted sounds were also observed to disrupt fluency for some learners, particularly in spontaneous speech.\u003c/p\u003e \u003cp\u003eBeyond intelligibility, pronunciation challenges affected learners\u0026rsquo; confidence in spoken interaction. Many participants expressed hesitation to speak due to fear of mispronunciation, and a few learners reported limiting their responses to short, memorized phrases during simulated workplace communication.\u003c/p\u003e \u003cp\u003e \u003cb\u003e3. Sociopragmatic and Intercultural Communication Challenges\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSociopragmatic and Intercultural Communication Challenges in Japanese Workplace Contexts\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of Difficulty\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDescription of Difficulty\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRepresentative Excerpts\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUse of politeness levels (keigo)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty selecting appropriate politeness levels.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Saya masih sering mencampur bahasa biasa dan bahasa sopan.\u0026rdquo;\u003c/em\u003e (Informant 02)\u003c/p\u003e \u003cp\u003eI often mix casual and polite language.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndirect expressions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty interpreting implied meanings.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Kalau orang Jepang bilang chotto saya bingung.\u0026rdquo;\u003c/em\u003e (Informant 06)\u003c/p\u003e \u003cp\u003eWhen Japanese people say chotto, I get confused.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAizuchi and turn-taking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners are uncertain about appropriate backchanneling and conversational timing.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Saya bingung kapan harus menimpali saat lawan bicara berbicara.\u0026rdquo;\u003c/em\u003e (Informant 01)\u003c/p\u003e \u003cp\u003eI am unsure when I should give backchannel responses while someone is speaking.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHierarchy and seniority\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners feel uncertain when communicating with superiors due to hierarchical norms.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Kalau berbicara dengan atasan, saya takut salah dan jadi tidak percaya diri.\u0026rdquo;\u003c/em\u003e (Informant 08)\u003c/p\u003e \u003cp\u003eWhen speaking with superiors, I am afraid of making mistakes and lose confidence.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNon-verbal communication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearners have limited awareness of non-verbal cues such as silence, gestures, and eye contact.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;Saya masih belum paham arti diam atau gestur tertentu dalam komunikasi Jepang.\u0026rdquo;\u003c/em\u003e (Informant 09)\u003c/p\u003e \u003cp\u003eI still do not understand the meaning of silence or certain gestures in Japanese communication.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003e\u003cem\u003eNote. All excerpts are taken from interview and questionnaire data. Informant codes are used to ensure anonymity.\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs summarized in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, many participants reported challenges related to sociopragmatic norms and intercultural communication in Japanese workplace contexts. These challenges included uncertainty in using appropriate politeness levels, difficulty interpreting indirect expressions, and limited awareness of non-verbal communication norms.\u003c/p\u003e \u003cp\u003e Interview data show that most participants were unsure when to use casual forms, polite forms, or keigo, often resulting in mixed usage within a single utterance. Questionnaire responses further indicated that several learners experienced confusion regarding conversational norms such as aizuchi (backchanneling), greetings, and leave-taking expressions.\u003c/p\u003e \u003cp\u003e Non-verbal communication also emerged as a challenge for many participants. Classroom observations revealed that some learners hesitated during role-play activities involving superiors, particularly in situations requiring indirect responses or interpretation of silence. These findings suggest that sociopragmatic challenges extend beyond linguistic form and involve difficulties in interpreting social hierarchy and implicit meaning in Japanese professional communication.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis section discusses the findings in relation to existing theories and prior research on Japanese as a second language, intercultural communicative competence, and workplace pragmatics. The discussion is structured around the three major themes identified in the analysis.\u003c/p\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eScript-System Overload and Early Literacy Challenges\u003c/h2\u003e \u003cp\u003eThe findings indicate that participants experienced substantial difficulty in learning Japanese due to the simultaneous acquisition of three writing systems\u0026mdash;hiragana, katakana, and kanji. This challenge is consistent with previous studies highlighting the cognitive demands of multi-script literacy, particularly for adult learners whose first language employs an alphabetic writing system. From a sociocultural perspective, participants\u0026rsquo; reliance on romaji can be interpreted as a mediating strategy that facilitates initial access to meaning. However, prolonged dependence on romaji may impede the development of functional literacy required in Japanese workplaces, such as reading safety instructions, signage, and written task guidelines.\u003c/p\u003e \u003cp\u003eBy situating script-related challenges within a pre-departure migrant training context, this study extends prior JSL research and demonstrates how time constraints and instrumental learning goals intensify the effects of script-system overload.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003ePronunciation Difficulties and Meaning Negotiation\u003c/h2\u003e \u003cp\u003e Pronunciation-related difficulties, particularly those involving vowel length, gemination (small っ), contracted sounds (small や/ゆ/よ), and pitch accent, were found to interfere with participants\u0026rsquo; ability to convey intended meanings. These findings align with research in second language phonology, which emphasizes the semantic consequences of phonetic distinctions in Japanese.\u003c/p\u003e \u003cp\u003eBeyond intelligibility, inaccurate pronunciation affected learners\u0026rsquo; confidence in spoken interaction. In workplace settings, such difficulties may lead to misunderstandings during task execution or perceptions of communicative inadequacy. This study contributes to existing literature by highlighting pronunciation as a critical component of occupational communication for migrant workers rather than a purely linguistic concern.\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eSociopragmatic and Intercultural Communication Challenges\u003c/h2\u003e \u003cp\u003e Participants also reported challenges in navigating Japanese sociopragmatic norms, including the use of keigo, indirect expressions, and non-verbal communication practices. These challenges reflect limited exposure to authentic workplace discourse and hierarchical interaction patterns. Difficulties in interpreting indirect expressions such as \u003cem\u003echotto\u003c/em\u003e further illustrate gaps in pragmatic inference skills.\u003c/p\u003e \u003cp\u003eDrawing on intercultural communicative competence theory, the findings demonstrate that effective communication requires not only linguistic knowledge but also awareness of social hierarchy, politeness norms, and interactional expectations. The results underscore how sociopragmatic challenges intersect with power relations in Japanese workplace contexts.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eImplications for Japanese Language Training Programs\u003c/h2\u003e \u003cp\u003eThe findings suggest that pre-departure Japanese language training programs for migrant workers should move beyond grammar- and vocabulary-focused instruction. Effective programs should integrate script-focused literacy development, pronunciation training emphasizing meaning contrasts, and scenario-based intercultural communication activities that reflect workplace hierarchies and interactional norms.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study examined the linguistic and intercultural challenges encountered by Indonesian migrant worker candidates learning Japanese as a second language in a pre-departure training context. Using qualitative data from interviews, classroom observations, and open-ended questionnaires, the study identified three interrelated challenges: multi-script literacy demands, pronunciation features affecting meaning-making, and sociopragmatic norms governing workplace communication.\u003c/p\u003e \u003cp\u003eThe study contributes theoretically to research on Japanese as a second language and intercultural communicative competence by demonstrating that linguistic difficulties are inseparable from sociocultural expectations in migration-oriented language learning. Unlike prior JSL studies conducted primarily in academic contexts, this research foregrounds the instrumental, time-bound, and workplace-driven nature of language learning among migrant worker candidates.\u003c/p\u003e \u003cp\u003eFrom a practical perspective, the findings highlight the importance of integrative training models that combine literacy, pronunciation, and intercultural pragmatics. Such approaches are essential for enhancing communicative readiness and reducing the risk of misunderstanding in Japanese professional environments.\u003c/p\u003e \u003cdiv id=\"Sec26\" class=\"Section2\"\u003e \u003ch2\u003eLimitations and Future Research\u003c/h2\u003e \u003cp\u003eThis study has several limitations. First, the research was conducted in a single training context, which may limit the transferability of the findings. Second, data were collected prior to participants\u0026rsquo; departure to Japan; therefore, the study does not capture how these challenges evolve through actual workplace experience. Future research could adopt longitudinal designs to examine language development before and after migration or conduct comparative studies across different employment sectors.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec27\" class=\"Section2\"\u003e \u003ch2\u003eContribution Statement\u003c/h2\u003e \u003cp\u003eThis study makes three key contributions. First, it extends research on Japanese as a second language by situating language learning within the context of pre-departure migrant worker training. Second, it provides empirical evidence of the interrelationship between linguistic challenges and intercultural pragmatics in workplace-oriented communication. Third, it offers pedagogical insights for the design of context-sensitive Japanese language training programs tailored to migrant populations.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e \u003cp\u003eThis study did not require formal Institutional Review Board (IRB) approval according to institutional regulations, as it involved voluntary participation and posed minimal risk to participants. All participants were informed about the purpose of the study and provided their informed consent prior to participation.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent for publication\u003c/strong\u003e \u003cp\u003eNot applicable.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eHuman ethics and consent to participate declarations\u003c/h2\u003e \u003cp\u003e All procedures performed in this study involving human participants were conducted in accordance with ethical research standards. Participation was voluntary, and confidentiality and anonymity were ensured throughout the research process.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eCompeting interests\u003c/h2\u003e \u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eThis research received no external funding.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eA.S., A.N., and H.F. contributed to writing the manuscript. A.S. conceptualized the study and coordinated the research process. A.S. and H.F. conducted manuscript review and revisions. All authors approved the final manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eThe authors gratefully acknowledge Universitas Brawijaya for its institutional support, academic facilitation, and research environment that made this study possible. The university\u0026rsquo;s commitment to advancing scholarly inquiry in language and intercultural education provided essential support throughout the research process. The authors also acknowledge the use of artificial intelligence (AI)\u0026ndash;assisted tools to support language refinement and manuscript editing. All intellectual content, data analysis, interpretations, and final decisions remain the sole responsibility of the authors.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAcar, A. (2021). \u003cem\u003eTwo models of reuse situations in language textbooks\u003c/em\u003e. English Scholarship Beyond Borders.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAsis, E., \u0026amp; Carandang, R. R. (2020). The plight of migrant care workers in Japan: A qualitative study of their stressors on caregiving. \u003cem\u003eJournal of Migration and Health, 1\u0026ndash;2\u003c/em\u003e, 100001. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.jmh.2020.100001\u003c/span\u003e\u003cspan address=\"10.1016/j.jmh.2020.100001\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBogach, N., Boitsova, E., Chernonog, S., Lamtev, A., Lesnichaya, M., Lezhenin, I., Novopashenny, A., Svechnikov, R., Tsikach, D., Vasiliev, K., Pyshkin, E., \u0026amp; Blake, J. (2021). Speech processing for language learning: A practical approach to computer-assisted pronunciation teaching. \u003cem\u003eElectronics\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(3), 235. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3390/electronics10030235\u003c/span\u003e\u003cspan address=\"10.3390/electronics10030235\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChen, L., Tokuda, N., \u0026amp; Xiao, D. (2002). A POST parser-based learner model for template-based ICALL for Japanese\u0026ndash;English writing skills. \u003cem\u003eComputer Assisted Language Learning\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(4), 357\u0026ndash;371. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1076/call.15.4.357.8267\u003c/span\u003e\u003cspan address=\"10.1076/call.15.4.357.8267\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChwialkowska, A., Bhatti, W. A., \u0026amp; Głowik, M. (2020). The influence of cultural values on pro-environmental behavior. \u003cem\u003eJournal of Cleaner Production\u003c/em\u003e, \u003cem\u003e268\u003c/em\u003e, 122305. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.jclepro.2020.122305\u003c/span\u003e\u003cspan address=\"10.1016/j.jclepro.2020.122305\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDjatmika, D., Mohamad, B., Santosa, R., \u0026amp; Wibowo, A. H. (2024). Intercultural communicative competence among Indonesian migrant workers in Malaysia: A qualitative exploration. \u003cem\u003eFrontiers in Sociology\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e, 1321451. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3389/fsoc.2024.1321451\u003c/span\u003e\u003cspan address=\"10.3389/fsoc.2024.1321451\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eEfendi, F., Chen, C. M., Kurniati, A., Arief, Y. S., \u0026amp; Ogawa, R. (2022). The course of broken dreams: The expectations and realities of the life of Indonesian nurses as care workers in Japan. \u003cem\u003eCollegian (Royal College Of Nursing, Australia)\u003c/em\u003e, \u003cem\u003e29\u003c/em\u003e(5), 629\u0026ndash;636. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.colegn.2022.04.002\u003c/span\u003e\u003cspan address=\"10.1016/j.colegn.2022.04.002\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eEnriquez, J. P., \u0026amp; Archila-Godinez, J. C. (2022). Social and cultural influences on food choices: A review. \u003cem\u003eCritical Reviews in Food Science and Nutrition\u003c/em\u003e, \u003cem\u003e62\u003c/em\u003e(13), 3698\u0026ndash;3714. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/10408398.2020.1870434\u003c/span\u003e\u003cspan address=\"10.1080/10408398.2020.1870434\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGonz\u0026aacute;lez-Davies, M., \u0026amp; Enr\u0026iacute;quez Ra\u0026iacute;do, V. (2018). Situated learning in translator and interpreter training: Bridging research and good practice. In \u003cem\u003eSituated learning in translator and interpreter training\u003c/em\u003e (pp. 1\u0026ndash;18). Routledge. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.4324/9780203732304-1\u003c/span\u003e\u003cspan address=\"10.4324/9780203732304-1\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGottlieb, N. (2011). \u003cem\u003eLanguage policy in Japan: The challenge of change\u003c/em\u003e. Cambridge University Press. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1017/CBO9781139017510\u003c/span\u003e\u003cspan address=\"10.1017/CBO9781139017510\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHassanzadeh, M., \u0026amp; Salehizadeh, M. J. (2020). Focus on form options in second language pronunciation instruction: The case of lexical stress. \u003cem\u003eTESOL Journal\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e(2), e486. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1002/tesj.486\u003c/span\u003e\u003cspan address=\"10.1002/tesj.486\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eIwasaki, C., Tada, Y., Furukawa, T., Sasaki, K., Yamada, Y., Nakazawa, T., \u0026amp; Ikezawa, T. (2019). Design of e-learning and online tutoring as learning support for academic writing. \u003cem\u003eAsian Association of Open Universities Journal\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(2), 169\u0026ndash;183. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1108/AAOUJ-06-2019-0024\u003c/span\u003e\u003cspan address=\"10.1108/AAOUJ-06-2019-0024\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKatriana, A. (2025, January 6). Government targets to send 425,000 migrant workers abroad in 2025. \u003cem\u003eANTARA News\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://en.antaranews.com/news/340430/government-targets-to-send-425000-migrant-workers-abroad-in-2025\u003c/span\u003e\u003cspan address=\"https://en.antaranews.com/news/340430/government-targets-to-send-425000-migrant-workers-abroad-in-2025\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKhan, O., Varaksina, N., \u0026amp; Hinterhuber, A. (2024). The influence of cultural differences on consumers\u0026rsquo; willingness to pay more for sustainable fashion. \u003cem\u003eJournal of Cleaner Production\u003c/em\u003e, \u003cem\u003e442\u003c/em\u003e, 141024. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.jclepro.2024.141024\u003c/span\u003e\u003cspan address=\"10.1016/j.jclepro.2024.141024\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKoyama, N. (2022). Academic Japanese: Challenges and myths for learners of Japanese as a foreign language in the United States. In \u003cem\u003eThe Routledge handbook of Asian linguistics\u003c/em\u003e (pp. 559\u0026ndash;572). Routledge. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.4324/9781003090205-44\u003c/span\u003e\u003cspan address=\"10.4324/9781003090205-44\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLevis, J. M. (2018). \u003cem\u003eIntelligibility, oral communication, and the teaching of pronunciation\u003c/em\u003e. Cambridge University Press. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1017/9781108241564\u003c/span\u003e\u003cspan address=\"10.1017/9781108241564\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLiu, Y., Song, Y., \u0026amp; Yan, Y. (2022). Problems and countermeasures associated with intercultural adaptation in international education according to the communication action theory model. \u003cem\u003eFrontiers in Psychology\u003c/em\u003e, \u003cem\u003e13\u003c/em\u003e, 942914. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3389/fpsyg.2022.942914\u003c/span\u003e\u003cspan address=\"10.3389/fpsyg.2022.942914\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMazumi, Y. (2019). What shapes local demand for \u0026lsquo;guest worker\u0026rsquo; migrants in Japan? The case of the seafood processing industry. \u003cem\u003eContemporary Japan\u003c/em\u003e, \u003cem\u003e31\u003c/em\u003e(1), 22\u0026ndash;40. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/18692729.2018.1563346\u003c/span\u003e\u003cspan address=\"10.1080/18692729.2018.1563346\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMcConachy, T., \u0026amp; Fujino, H. (2021). Negotiating politeness practices and interpersonal connections in L2 Japanese. In \u003cem\u003eTeaching and learning second language pragmatics for intercultural understanding\u003c/em\u003e (pp. 33\u0026ndash;48). Routledge. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.4324/9781003094128-2\u003c/span\u003e\u003cspan address=\"10.4324/9781003094128-2\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMori, Y., \u0026amp; Mori, J. (2011). Review of recent research (2000\u0026ndash;2010) on learning and instruction with specific reference to L2 Japanese. \u003cem\u003eLanguage Teaching\u003c/em\u003e, \u003cem\u003e44\u003c/em\u003e(4), 427\u0026ndash;449. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1017/S0261444811000292\u003c/span\u003e\u003cspan address=\"10.1017/S0261444811000292\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMorita, L. (2023). Interior frontiers and highly skilled migrants\u0026rsquo; work-related challenges in Japan. \u003cem\u003eSSRN Electronic Journal\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.2139/ssrn.4558442\u003c/span\u003e\u003cspan address=\"10.2139/ssrn.4558442\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNippon.com. (2025, February 27). Japan\u0026rsquo;s foreign workers hit new record of 2.3 million. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.nippon.com/en/japan-data/h02312/\u003c/span\u003e\u003cspan address=\"https://www.nippon.com/en/japan-data/h02312/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eOeinada, I. G., Sari, I. A. L., Putra, A. A. A. B. B., \u0026amp; Kusuma, I. K. R. (2023). Permasalahan yang dihadapi oleh pendidikan bahasa Jepang pada SMA/SMK di Bali. \u003cem\u003eHumanis\u003c/em\u003e, \u003cem\u003e27\u003c/em\u003e(1), 87\u0026ndash;95. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.24843/jh.2023.v27.i01.p09\u003c/span\u003e\u003cspan address=\"10.24843/jh.2023.v27.i01.p09\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePodoynitsyna, I. I., Petrov, S. G., Fedorova, A. A., \u0026amp; Yakovlev, P. I. (2017). Cross-cultural experiments as an adaptation strategy. \u003cem\u003eRUDN Journal of Sociology\u003c/em\u003e, \u003cem\u003e17\u003c/em\u003e(4), 578\u0026ndash;591. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.22363/2313-2272-2017-17-4-578-591\u003c/span\u003e\u003cspan address=\"10.22363/2313-2272-2017-17-4-578-591\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eReny, P., \u0026amp; Trahutami, W. S. I. (2020). Pembekalan bahasa Jepang untuk bekerja (\u003cem\u003eShigoto no tame no Nihongo\u003c/em\u003e) bagi calon pemagang ke Jepang. \u003cem\u003eHarmoni: Jurnal Pengabdian Kepada Masyarakat\u003c/em\u003e, \u003cem\u003e4\u003c/em\u003e(2), 89\u0026ndash;95.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eS\u0026aacute;nchez-Hern\u0026aacute;ndez, A., \u0026amp; Bar\u0026oacute;n, J. (2022). Teaching second language pragmatics in the current era of globalization. \u003cem\u003eLanguage Teaching Research\u003c/em\u003e, \u003cem\u003e26\u003c/em\u003e(4), 503\u0026ndash;510. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/13621688211064931\u003c/span\u003e\u003cspan address=\"10.1177/13621688211064931\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSaputro, A. E., \u0026amp; Hastomo, W. (2020). Edukasi perencanaan keuangan bagi calon pemagang ke Jepang. \u003cem\u003eCARADDE: Jurnal Pengabdian Kepada Masyarakat\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(1), 45\u0026ndash;52.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSetyanto, A., Efrizal, E., \u0026amp; Nugroho, Y. P. A. (2023). Students\u0026rsquo; perspectives on acceptable online learning platforms for Japanese language skills courses. \u003cem\u003eAl-Ishlah: Jurnal Pendidikan\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(3), 3573\u0026ndash;3584. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.35445/alishlah.v15i3.3097\u003c/span\u003e\u003cspan address=\"10.35445/alishlah.v15i3.3097\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSuprapti, N. W., Sugihartini, N., \u0026amp; Sindu, I. G. P. (2019). Pengaruh game edukasi \u003cem\u003eNihongo Benkyou\u003c/em\u003e terhadap prestasi belajar bahasa Jepang siswa kelas X. \u003cem\u003eKARMAPATI\u003c/em\u003e, \u003cem\u003e8\u003c/em\u003e(2), 119\u0026ndash;128. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.23887/karmapati.v8i2.18272\u003c/span\u003e\u003cspan address=\"10.23887/karmapati.v8i2.18272\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTanopa, I. W. J., Sadyana, I. W., \u0026amp; Hermawan, G. S. (2020). Profil strategi pembelajaran bahasa Jepang di SMA Negeri 1 Tegallalang. \u003cem\u003eJurnal Pendidikan Bahasa Jepang Undiksha\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(1), 1\u0026ndash;9. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.23887/jpbj.v6i1.23678\u003c/span\u003e\u003cspan address=\"10.23887/jpbj.v6i1.23678\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eUdjaja, Y., Suri, P. A., Gunawan, R. S., \u0026amp; Hartanto, F. (2022). Game-based learning increases Japanese language learning through video games. \u003cem\u003eInternational Journal of Advanced Computer Science and Applications\u003c/em\u003e, \u003cem\u003e13\u003c/em\u003e(2), 223\u0026ndash;230. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.14569/IJACSA.2022.0130268\u003c/span\u003e\u003cspan address=\"10.14569/IJACSA.2022.0130268\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eUno, A., Wydell, T. N., Haruhara, N., Kaneko, M., \u0026amp; Shinya, N. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children. \u003cem\u003eReading and Writing\u003c/em\u003e, \u003cem\u003e22\u003c/em\u003e(6), 693\u0026ndash;714. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s11145-008-9128-8\u003c/span\u003e\u003cspan address=\"10.1007/s11145-008-9128-8\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWardhana, C. K., Oesman, A. M., Prasetiani, D., \u0026amp; Isnavia, T. (2021). Pelatihan persiapan ujian kemampuan bahasa Jepang level N4 mata uji dokkai bagi calon pemagang ke Jepang. \u003cem\u003eJurnal Puruhita\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(1), 1\u0026ndash;7. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.15294/puruhita.v3i1.53065\u003c/span\u003e\u003cspan address=\"10.15294/puruhita.v3i1.53065\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWu, X. I., Watson, B. M., \u0026amp; Baker, S. C. (2024). The role of language use and communication in Mainland Chinese students\u0026rsquo; cross-cultural adaptation to Hong Kong. \u003cem\u003eLanguage and Intercultural Communication\u003c/em\u003e, \u003cem\u003e24\u003c/em\u003e(1), 1\u0026ndash;17. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/14708477.2023.2250748\u003c/span\u003e\u003cspan address=\"10.1080/14708477.2023.2250748\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eXia, Z. (2020). Culture shock and adaptation tactics for overseas Chinese students. \u003cem\u003eTheory and Practice in Language Studies\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(3), 311\u0026ndash;317. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.17507/tpls.1003.11\u003c/span\u003e\u003cspan address=\"10.17507/tpls.1003.11\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYen, K. W., \u0026amp; Liuhuang, L. C. (2021). Migrant labour rights protection in distant water fishing in Taiwan. \u003cem\u003eMarine Policy\u003c/em\u003e, \u003cem\u003e130\u003c/em\u003e, 104805. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.marpol.2021.104805\u003c/span\u003e\u003cspan address=\"10.1016/j.marpol.2021.104805\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZammit, K. (2015). Extending students\u0026rsquo; semiotic understandings. In \u003cem\u003eInternational handbook of semiotics\u003c/em\u003e (pp. 877\u0026ndash;889). Springer. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/978-94-017-9404-6_62\u003c/span\u003e\u003cspan address=\"10.1007/978-94-017-9404-6_62\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Japanese as a second language (JSL), migrant worker candidates, pre-departure language training, intercultural communicative competence, pronunciation and literacy challenges","lastPublishedDoi":"10.21203/rs.3.rs-8857635/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8857635/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study examines the linguistic and intercultural challenges faced by Indonesian migrant worker candidates learning Japanese as a second language (JSL) in a pre-departure training context. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and open-ended questionnaires involving 20 participants enrolled in a Japanese language training program. The data were analyzed using thematic analysis. The findings reveal three interconnected challenges. First, learners experience difficulties in acquiring Japanese literacy due to the simultaneous learning of multiple writing systems (hiragana, katakana, and kanji), which results in cognitive overload and reliance on romaji. Second, pronunciation-related difficulties\u0026mdash;particularly vowel length, gemination, contracted sounds, and pitch accent\u0026mdash;interfere with meaning-making and reduce learners\u0026rsquo; confidence in spoken interaction. Third, learners face sociopragmatic challenges in using politeness strategies (keigo), interpreting indirect expressions, and adapting to hierarchical and non-verbal communication norms in Japanese workplace contexts. These findings highlight the close relationship between linguistic competence and intercultural communicative competence in migration-oriented language learning. The study contributes to Japanese as a second language and second/foreign language education research by foregrounding migrant worker candidates as a distinct learner population and by emphasizing the need for integrative pre-departure training models that combine literacy, pronunciation, and intercultural pragmatics.\u003c/p\u003e","manuscriptTitle":"Japanese as a Second Language for Indonesian Migrant Worker Candidates: Linguistic and Intercultural Challenges in Pre-departure Training","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-09 19:50:32","doi":"10.21203/rs.3.rs-8857635/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d9d4760a-03a6-4efd-b788-51917fbb2adf","owner":[],"postedDate":"March 9th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-04-01T07:43:28+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-09 19:50:32","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8857635","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8857635","identity":"rs-8857635","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}