This study introduces a teaching model that utilizes Japanese creative stories in class. It aims to verify whether the model can help students with different Japanese abilities focus and be motivated in class, and whether it can lead to sufficient learning. This type of teaching model requires a significant amount of time and effort from the instructor to achieve the desired results, but it allows students to learn at their own pace and produce high-quality results on their own even with only school classes. In addition, it is a comprehensive language learning method that can cover the areas of reading, grammar, writing, and translation through the content of the story, and it is thought to have sufficient potential for classes for college students. In addition to designing a writing class using stories, this study also actively adopted educational technology tools such as Padlet, Google Jamboard, and Miri Canvas, and made efforts to allow students to learn outside of class through quick feedback and feedback, and to receive help from instructors anywhere. This opens up the possibility of research on the use of educational technology tools in the future. It is thought that classes using stories can be utilized in various areas of Japanese learning other than writing classes, and various studies are needed on this. In addition, we plan to continue to explore stories that can be applied according to the needs of students, and to develop diversified evaluation methods to solve the problem of decreased learning motivation due to prejudice against stories, and to make the feedback and feedback of instructors more smooth.