In the new era, elementary-level professional Japanese teaching has transitioned into a blend of offline and online models. However, the feedback mechanisms of learning activities on online platforms remain insufficiently comprehensive, making language knowledge subtests the primary method for teachers to assess learning outcomes. Effective teaching at the elementary stage is reflected in the teacher’s ability to cultivate second language acquisition habits and provide meaningful input of knowledge; in other words, learners’ acquisition progress serves as a key indicator of classroom effectiveness. Multidimensional daily assessments offer valuable data for understanding the interaction between teaching methods and learning pathways, helping to foster a balanced and stable learning environment through teacher-student interaction. This paper combines learners’ language proficiency outputs with questionnaire results, focusing on their adaptation to and perceptions of new language acquisition contexts. It also explores how to assess the cognitive development of beginner-level Japanese learners under the “online+” model, and how these insights should inform teaching design.