It's justprimarily because learning Japanese is athe easiest way to pass the university entrance exam.

Indeed, the average score ofor Japanese-language participants is twenty -five points higher than that ofor English-language participants, even though full score of a subject is one hundred and fifty pointsa subject's maximum score is 150.

"one hundred and fifty points" is okay, but wordy.

Chinese students are used to be exposed tofamiliar with Japanese culture through exposure to anime and manga from their childhood, so Japanese isn't a relatively unknownfamiliar language, unlike Dutch, French, and Spanish.

Moreover, Japanese has Chinese characters ("kanji") and a simple pronunciation system.

Since kanji was transferradopted from China and haves been preserved for more than onea thousand years, some of them have same meanings as genuine Chinese charactersretain the original meaning of their Chinese counterpart.

I don't know why, but "more than one thousand years" sounds weird to me.

Even though kanji havecan be read in several ways to read and, and have a totally different pronunciation, students can easily figure out thea kanji's meanings from a texts.

Consider "deduce" or "infer" instead of "figure out".

If I were one ofa Chinese students, I would also choose Japanese as a second language.

No matterRegardless of how English is a meaningful language tofor reading scientific articles or getting hired at high standarda top-tier business, I would be upsetput off by having to compete with enormous amountnumber of students in China.

And, I also yearn forto be multilingual.

This feels like half a sentence: how does it relate to what we've just read?

Being good at only at English is no longer considered an outstanding featureskill in business.

"feature" sounds more physical to me.

I hope that the Japanese language becomes more popular among Chinese students and thenso we can talk about cultural differences without English someday.

If I would bere to become satisfied with my English skills, or if I were to tired of learning English, I want to struggle withould instead strive to learning Chinese.

"struggle" feels negative whereas "strive" is positive.

It's just because learning Japanese is athe easiest way to pass the university entrance exam.

"the" is used when there can only be one of something, universally; such as if you are speaking of one thing specifically, for which there may exist multiples of.

Indeed, the average score of Japanese-language participants is twenty -five points higher than that of English-language participants even though the full score of a subject is one -hundred and fifty points.

If two numbers are next to each other then use a dash ( - ) to connect them.
"Full score" is an intangible object when used here, it is a thing; as such, use "the" before it.

Chinese students are used to being exposed to Japanese culture through anime and manga from their childhood so Japanese isn't a relatively unknown language, unlike Dutch, French, and Spanish.

be vs being: "be" is mostly used as "will be", in the future. "being" is used for present tense.

Moreover, Japanese has Chinese characters, "kanji", and a simple pronunciation system.

"simple pronunciation system" is an intangible object, it is a thing; but there are multiple "simple pronunciation systems", so we use "a" rather than "the" here.
"kanji" should be surrounded by either parentheses ("kanji") or commas [ , called "kanji", ]

Since kanji was transferred from China and haves been preserved for more than one thousand years,; some of them have the same meanings as genuine Chinese characters.

have vs has: one thing- "has" ; multiple things- "have"
comma vs semicolon: comma is more of a slight pause and a semicolon is like a period. In this circumstance, when spoken, there would be a longer pause than a comma provides.

Even though kanji haves several ways to read and totally different pronunciation, students can easily figure out the meanings from texts.

has vs have: "kanji" is one thing.

If I were one of the Chinese students, I would also choose Japanese as a second language.

the: you are speaking of one specific thing, so we use "the" here.

No matter howthat English is a meaningful language to read scientific articles or get hired at high standard businesses, I would be upset to compete with enormous amounts of students in China.

how vs that: very close, but the context of which you are speaking about "English" requires "that" instead of "how".
"s" and "es" for multiples.

And, I also yearn forto be multilingual.

"multilingual" is an adjective of yourself; you can "aspire to be" something, but you cannot "aspire for" something.

Being good at only English is no longer an outstanding feature in business.

the vs a vs an: "outstanding feature" is an intangible object, one of many- so that leaves "a" or "an". The beginning sound is a vowel (ou) so we use "an".

I hope that the Japanese language becomes more popular among Chinese students and then we can talk about cultural differences without English someday.

"the Japanese language", or "Japanese languages" if there are multiple.

If I would beere either satisfied with my English skills or tired of learning English, I would want to struggle with learning Chinese.

either: Used when comparing two things.
would be vs were: Very close. Here you are talking about a future in which you are thinking about the past; for past we use "were".
would: here we are talking about the future in any case, so you "would want" something.

Japanese- Language Learners in China

We don't often hypenate "Japanese Language Learners."

Going by what the newspaper said, Japanese- language learners have been increasing in China.

It's just because learning Japanese is athe easiest way to pass the university entrance exam.

Since "easiest" is a superlative, we'd use "the" here instead of "a." You could also say, "It's just because learning Japanese is an easier way to pass the university entrance exam." We use "an" in front of a word which begins with a vowel.

Indeed, the average score of Japanese- language participants is twenty -five points higher than that of English- language participants even though fuland the total score of a subject is one hundred and fiftyly 150 points.

Twenty-five can be hyphenated or not. Here, since "one hundred and fifty" is long, it's okay to express it as a number.

Alternative: ¶
¶
Chinese students are used to being exposed to Japanese culture through anime and manga from theirsince childhood so Japanese isn't a relatively unknown language, unlike Dutch, French, and Spanish.

MoreoverAlternative: ¶
¶
In addition, Japanese has Chinese characters or "kanji" and a simple pronunciation system.

In the US, we don't really use the word "moveover" very much any more. It sounds very formal.

Alternative: ¶
¶
Since kanji was transferrimported from China and haves been preserved for more than onea thousand years, some of them have the same meanings as genuinethe original Chinese characters.

Even thoughDespite the fact that kanji haves several ways to readings and totally different pronunciations, students can easily figure out the meanings from texts.

If I were one of the Chinese students, I would also choose Japanese as a second language.

No matter how useful English is meaningful language to reading scientific articles or getting hired at high standard businesses, I would be upset to compete with the enormous amount of students in China.

And, I also yearn forto be multilingual.

Being good at only English only is no longer an outstanding feature in business.

I hope that the Japanese language becomes more popular among Chinese students and then we can talk about cultural differences without English someday.

If I would bbecome satisfied with my English skills or become tired of learning English, I want'd like to struggle withy learning Chinese.

We don't really use the word "struggle" to describe our attempts at learning something unless we're talking about the actual struggle itself.