Japanese Language Education in Mainland China (2006–2024): A Mini Review of Methods, Motivation, and Persistent Challenges

This mini review synthesizes developments in Japanese language education in mainland China (2006–2024), arguing that rapid diversification of methods has outpaced evidence on which approaches solve which learning problems. Using a curated set of peer‑reviewed studies and conference proceedings, the review provides a narrative, thematic synthesis that maps institutional drivers and delivery frames (flipped/CALL) to targeted tools (intelligent/adaptive systems, embodied strategies, autonomy/persuasive supports) and to the learning challenges they purport to address. No meta‑analysis was undertaken due to heterogeneity of designs and outcomes. Programs are modernizing and becoming data‑aware; classrooms increasingly use flipped/CALL as enabling infrastructure. Precision tools show promise for known bottlenecks (e.g., katakana/Kanji, loanwords), and intercultural orientations underpin sustained motivation. However, the evidence base is fragmented (single‑site prototypes, non‑standardized measures), limiting comparability and generalizability. The central lever is method–problem alignment, not method adoption per se. The review is intentionally compact (curated corpus). Field‑level progress requires multi‑site trials with shared outcome sets (immediate gain, retention, transfer, pragmatic competence) and designs that co‑model motivational change with performance. Additionally, this mini review offers an integrative map linking institutional drivers, learner motivation, and linguistic bottlenecks to concrete pedagogical choices, reframing decision‑making around alignment and measurable pragmatic outcomes.