Chapter 8. Exploring the Impact of AI on Motivation for EFL Learning: Insights From Machine Translation and Generative AI in Japan
Michiyo Oda and Ryo Saito
Abstract
The purpose of the chapter is to introduce the latest research on the impact of artificial intelligence (AI) on motivation for language learning in the Japanese context and propose future directions for this research field. The authors begin by briefly reviewing the literature on the usage and perception of generative AI and machine translation (MT) in language learning by university students and faculty in Japan. Studies showed that the use of generative AI and MT in language classes by teachers in higher education is still limited, although most students use AI tools for their language learning. The authors then explore the impact of AI, including generative AI and MT, on language learning motivation in the Japanese context. The authors then describe a study that provided a literacy program on MT and ChatGPT for Japanese university students majoring in English, aiming to examine the impact of acquiring MT and AI literacy on students’ motivation to learn English. The survey was conducted in the first and final session (14th session), and items of the survey included intrinsic/extrinsic motivation for learning English, and willingness to continue learning English even after the development of MT and AI. The results showed that learning MT and AI literacy did not reduce students’ motivation to learn English. Although no statistically significant increase in motivation was observed overall, some students with higher intrinsic motivation and identified regulation showed an increased willingness to continue learning English despite the development of MT and generative AI.
About the Contributors
Michiyo Oda is an associate professor in the Faculty of Foreign Studies at Reitaku University, Japan, where she also serves as Director of the Center for Digital Communication Research. She earned her PhD in Information Sciences from Tohoku University, Japan, and an MA in Digital Media Design for Learning from New York University, USA. Her research focuses on the intersection of emerging technologies such as VR and AI and psychological factors, including motivation, affective factors, and behavioral intentions, in foreign language learning and teaching, informed by insights from learning science. Her recent work has been published in JALTCALL Trends, IFIP Advances in Information and Communication Technology, and Japan Journal of Educational Technology. She is currently investigating the design and implementation of VR- and AI-supported learning environments for foreign-language education.
Ryo Saito is an Assistant Professor at the Graduate School of Information Sciences (GSIS), Tohoku University, Japan. He received his PhD in Information Sciences, GSIS, Tohoku University. He specializes in cognitive science, psychology, and educational practice. His earlier work focused on human learning, particularly on retrieval practice, examining its effects and cognitive mechanisms. He has applied a multi-method approach, including laboratory experiments, classroom-based experiments, and questionnaire surveys. His recent research applies these disciplines to BOSAI (Disaster risk reduction [DRR]) through both practice and research. He has expanded his research through fieldwork and workshops conducted in Japan and abroad. Cognitive bias, the spatiotemporal nature of memory, and collective cognition are key concepts that underpin his research. Ultimately, he seeks to explore how people learn and learn together across societies in general.
Citation
Oda, M., & Saito, R. (2026). Exploring the impact of AI on motivation for EFL learning: Insights from machine translation and generative AI in Japan. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 197–214). Candlin & Mynard. https://doi.org/10.47908/45/8
The purpose of the chapter is to introduce the latest research on the impact of artificial intelligence (AI) on motivation for language learning in the Japanese context and propose future directions for this research field. The authors begin by briefly reviewing the literature on the usage and perception of generative AI and machine translation (MT) in language learning by university students and faculty in Japan. Studies showed that the use of generative AI and MT in language classes by teachers in higher education is still limited, although most students use AI tools for their language learning. The authors then explore the impact of AI, including generative AI and MT, on language learning motivation in the Japanese context. The authors then describe a study that provided a literacy program on MT and ChatGPT for Japanese university students majoring in English, aiming to examine the impact of acquiring MT and AI literacy on students’ motivation to learn English. The survey was conducted in the first and final session (14th session), and items of the survey included intrinsic/extrinsic motivation for learning English, and willingness to continue learning English even after the development of MT and AI. The results showed that learning MT and AI literacy did not reduce students’ motivation to learn English. Although no statistically significant increase in motivation was observed overall, some students with higher intrinsic motivation and identified regulation showed an increased willingness to continue learning English despite the development of MT and generative AI.
About the Contributors
Michiyo Oda is an associate professor in the Faculty of Foreign Studies at Reitaku University, Japan, where she also serves as Director of the Center for Digital Communication Research. She earned her PhD in Information Sciences from Tohoku University, Japan, and an MA in Digital Media Design for Learning from New York University, USA. Her research focuses on the intersection of emerging technologies such as VR and AI and psychological factors, including motivation, affective factors, and behavioral intentions, in foreign language learning and teaching, informed by insights from learning science. Her recent work has been published in JALTCALL Trends, IFIP Advances in Information and Communication Technology, and Japan Journal of Educational Technology. She is currently investigating the design and implementation of VR- and AI-supported learning environments for foreign-language education.
Ryo Saito is an Assistant Professor at the Graduate School of Information Sciences (GSIS), Tohoku University, Japan. He received his PhD in Information Sciences, GSIS, Tohoku University. He specializes in cognitive science, psychology, and educational practice. His earlier work focused on human learning, particularly on retrieval practice, examining its effects and cognitive mechanisms. He has applied a multi-method approach, including laboratory experiments, classroom-based experiments, and questionnaire surveys. His recent research applies these disciplines to BOSAI (Disaster risk reduction [DRR]) through both practice and research. He has expanded his research through fieldwork and workshops conducted in Japan and abroad. Cognitive bias, the spatiotemporal nature of memory, and collective cognition are key concepts that underpin his research. Ultimately, he seeks to explore how people learn and learn together across societies in general.
Citation
Oda, M., & Saito, R. (2026). Exploring the impact of AI on motivation for EFL learning: Insights from machine translation and generative AI in Japan. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 197–214). Candlin & Mynard. https://doi.org/10.47908/45/8
Information About the Book
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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... |