<![CDATA[Kanji learning remains challenging for Japanese language learners from non-kanji backgrounds because it requires coordination of form, meaning, reading, and production. Although previous studies have examined kanji learning and sakubun writing, limited evidence exists on how elementary-level learners use kanji productively in written texts. This study examines productive kanji use in sakubun, focusing on kanji distribution, writing difficulties, possible avoidance, and learners’ perceptions of integrated kanji–sakubun learning. A qualitative descriptive design supported by descriptive frequency analysis was employed with 27 second-semester students in a Shokyuu Hyoki Sakubun course. Although 27 students participated, 15 independently written sakubun texts were selected for detailed analysis based on completeness and comparability. Classroom observations and a semi-structured questionnaire supplemented the text data. Findings show that kanji use was uneven and concentrated on familiar, contextually relevant characters, with 私 (watashi) occurring most frequently (44 times). Of 98 identified writing difficulties, incorrect kanji formation (46 cases) and bushu stroke-direction errors (34 cases) were most frequent. Additionally, 73.3% reported difficulty distinguishing visually similar kanji, while all respondents viewed integrated kanji–sakubun learning positively. The findings suggest that productive kanji use is shaped by familiarity and context.]]>
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