In general, the factors of teaching and class atmosphere have greatly influencedon the second language acquisition. On the other hand, there are a lot of researcheson the influence of language learning by age. With recent contemporary socialchange, learners, motivation and language learning environment have beendiversified. Accordingly. this kind of a diversity should be responded to the methodsof teaching and learning. E-learning using IT has been proposed as a measure tosolve environmental problems. Thus, this paper, after investigating the factors ofaffecting on learning Japanese in Korea's e-learning educational environment, hasdone a practical research on Japanese learning effect by age. As a result, fifties,forties, sixties, twenties, thirties and teen age got good grades in order. Therefore,it is shown that regardless of age, learning effect can be available. In addition, the existing researches on learning Japanese include that theacquisition of pronunciation and listening comprehension are difficult for an adult,but the acquisition of item such as grammar is not difficult for adults because itis somewhat handled through thinking analytically. In general, the learning effectfor children and adults is considered in logical and illogical subjects. However,learning effect by age was researched in the subjects divided into four functionsof language such as reading, writing, listening and speaking in this study. Theresearch showed that there are no big differences in the average scores in eachsubject area by ages, likewise in language courses and theological subjects. However,the overall grades for teen age was lower than for other ages. Furthermore, it wasinvestigated how the start age of learning and learning time for a second languagelearners in the classroom influence on the language acquirement. Sirobatake(白畑,:199) said that if the learning by seniors is gone ahead faster, it is problem whetherthe principle of general grammar have been influenced by age or not. Besides, the cross studies have been chiefly done in the previous researches, however longitudinal studies have been hardly done or only done in the case ofshort-term learning outcomes. In this study, the learning effects for each learnerstarting from six months to four years of graduate were investigated at the sametime.