Learner Perspectives on Generative AI Integration in Japanese English Education

Abstract

This exploratory descriptive study investigated Japanese university students’ perspectives on generative artificial intelligence (generative AI) after guided exposure in an English course. An anonymous questionnaire completed by 83 students examined usage contexts, perceived benefits, practical difficulties, concerns, and instructional needs. Students generally evaluated generative AI positively, particularly for idea generation, learning assistance, and information gathering, and reported using it most often during independent study. Reported difficulties included overly long or inaccurate responses and challenges with prompt formulation. Concerns included overreliance, misinformation, and reduced human interaction. These results describe students’ self-reported perceptions at one point in time; they do not demonstrate changes in attitudes or learning outcomes. The findings provide context-specific information that may inform cautious piloting and evaluation of English activities supported by generative AI in comparable university settings.