Chapter 10. Student Perceptions of AI Chatbots in Language Learning Classrooms in Japan
Steven MacWhinnie
Abstract
It is without a doubt that AI has started a major shift in the educational environment of Japan. As AI continues to advance, so too do its applications in education. A recent review paper found that AI was beneficial in a wide range of educational environments and helped learners with a wide range of dialects. However, as teachers continue to embrace AI, it is important to understand not only the value of AI in terms of learning outcomes but also how students perceive the role of AI in the classroom. In this chapter, the author focuses on the use of AI in the classroom, specifically addressing students’ perceptions of the auditory use of AI chatbots. The author begins by outlining how AI chatbots have been implemented in various contexts, before examining existing research on chatbots in Japan. Next, the chapter presents a recent study examining students’ perceptions of chatbots in Japanese university classrooms, in which students engaged in weekly auditory conversations with ChatGPT. Key findings from this study show that while students found the chatbots useful for practicing listening and speaking skills, they also expressed concerns about technical limitations and data privacy. By exploring these perceptions, this chapter aims to contribute to the growing body of literature on AI in education, offering valuable insights for educators on the implementation of AI tools in language learning.
About the Contributor
Steven MacWhinnie is an associate professor in the English Department at Hirosaki Gakuin University in Aomori, Japan, where he teaches courses in academic writing, oral communication, and English linguistics. He holds a master’s degree in TESOL from Shenandoah University and an MBA from the University of the People. His research interests include learner motivation, artificial intelligence in language learning, and timed writing. Before joining Hirosaki Gakuin University, he taught at the elementary and secondary levels and operated his own English conversation school.
Citation
MacWhinnie, S. (2026). Student perceptions of AI chatbots in language learning classrooms in Japan. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 234–249). Candlin & Mynard. https://doi.org/10.47908/45/10
It is without a doubt that AI has started a major shift in the educational environment of Japan. As AI continues to advance, so too do its applications in education. A recent review paper found that AI was beneficial in a wide range of educational environments and helped learners with a wide range of dialects. However, as teachers continue to embrace AI, it is important to understand not only the value of AI in terms of learning outcomes but also how students perceive the role of AI in the classroom. In this chapter, the author focuses on the use of AI in the classroom, specifically addressing students’ perceptions of the auditory use of AI chatbots. The author begins by outlining how AI chatbots have been implemented in various contexts, before examining existing research on chatbots in Japan. Next, the chapter presents a recent study examining students’ perceptions of chatbots in Japanese university classrooms, in which students engaged in weekly auditory conversations with ChatGPT. Key findings from this study show that while students found the chatbots useful for practicing listening and speaking skills, they also expressed concerns about technical limitations and data privacy. By exploring these perceptions, this chapter aims to contribute to the growing body of literature on AI in education, offering valuable insights for educators on the implementation of AI tools in language learning.
About the Contributor
Steven MacWhinnie is an associate professor in the English Department at Hirosaki Gakuin University in Aomori, Japan, where he teaches courses in academic writing, oral communication, and English linguistics. He holds a master’s degree in TESOL from Shenandoah University and an MBA from the University of the People. His research interests include learner motivation, artificial intelligence in language learning, and timed writing. Before joining Hirosaki Gakuin University, he taught at the elementary and secondary levels and operated his own English conversation school.
Citation
MacWhinnie, S. (2026). Student perceptions of AI chatbots in language learning classrooms in Japan. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 234–249). Candlin & Mynard. https://doi.org/10.47908/45/10
Information About the Book
|
Title: Artificial Intelligence in Japan’s Language Learning Classroom
Editors: Robert Dykes, Oliver Edwards, Dave Bollen, and Tina Shu-wen Lin Publication date: June 2026 Read more... |