Advancements in generative AI technology have the potential to enhance foreign language learning. However, since its educational use is still in its early stages, understanding learners’ experiences and perceptions is crucial. This study explored the experiences and attitudes of 77 Japanese university students from social sciences and humanities classes toward incorporating text-generating AI into foreign language learning, using a five-point Likert scale. The findings reveal three key points: (1) Approximately 70% of students in both classes had used text-generating AI; (2) The necessity and interest in acquiring text-generating AI skills scored an average of 4 or higher in both classes. While students in both fields recognized the importance of AI-related skills, social sciences students showed significantly higher levels of necessity and interest compared to their humanities counterparts; (3) Regarding interest in using text-generating AI for English learning, humanities students averaged a score of 4, while social sciences students averaged 3.8, with no significant difference between the groups. Additionally, 50% to 60% of students in both classes had not yet used text-generating AI for English learning. Their interest levels might evolve as they gain more experience with this technology in the context of language learning. It is important to guide students on how to effectively use AI to benefit their English learning.

Authors:
Harumi Kashiwagi, Kobe University, Japan
Min Kang, Kobe University, Japan

About the Presenter(s)
Dr Harumi Kashiwagi is a University Professor/Principal Lecturer at Kobe University in Japan

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