Introduction to This Volume
Oliver Edwards, Robert Dykes, and Dave Bollen
Abstract
The introduction situates generative artificial intelligence within a long history of educational technologies that have provoked both concern and transformation, arguing that such tensions are neither new nor unique. Adopting a sociocultural perspective, the authors position technology as an integral part of learning itself rather than a simple tool, and frame generative AI as a significant contemporary development reshaping language education. Focusing on the Japanese context, the chapter outlines recent policy responses, rapid growth in AI-related research, and increasing classroom applications, while also highlighting emerging ethical concerns such as bias, academic integrity, and over-reliance. The volume is presented as a timely response to these developments, bringing together diverse perspectives to critically examine how AI is influencing pedagogy, policy, and learner experience, and to explore the broader implications for the future of language learning.
About the Contributors
Oliver Edwards (Editor) first became interested in the intersection of technology and language through digitisation work for the Corpus of Modern Scottish Writing. This interest led to his master’s thesis on the development of e-readers and e-books and underpins his thinking on the use of AI within linguistics. Since moving to Japan in 2013, he has worked as an English teacher and published research focused on language learner motivation, the roles of emotions in the language classroom, and Global Englishes. He currently teaches English Communication within the Sojo University International Learning Centre, where he is a lead editor for the university’s English language SILC journal.
Robert Dykes (Senior Editor) teaches at Sojo University in Kumamoto, Japan. He has volunteered with the Japan Association for Language Teaching (JALT) since 2016 and has held over 20 positions within the organization. He has chaired the JALT College and University Educators, Computer-Assisted Language Learning, and PanSIG conferences. His research interests reflect his severe attention-deficit/hyperactivity disorder, ranging across motivation, foreign language anxiety, typography, computer-mediated communication platforms such as Reddit, and Minecraft in the language classroom. More recently, his work has focused on artificial intelligence and language learning. Dykes is a two-time Best of JALT winner and currently holds a powerlifting bench press record in the Fukuoka division. He unabashedly considers himself a horror movie aficionado.
David Bollen (Editor) is an Associate Professor at Sojo University in Kumamoto, where he has worked since 2010. Dave received his PhD from the Queensland University of Technology, focusing on English loanwords in Japanese. His research interests include vocabulary acquisition, extensive reading, and academic writing. He lives in Kumamoto with his wife and three daughters.
Citation
Edwards, E., Dykes, R., & Bollen, D. (2026). Introduction to this volume. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 1–10). Candlin & Mynard. https://doi.org/10.47908/45/i
The introduction situates generative artificial intelligence within a long history of educational technologies that have provoked both concern and transformation, arguing that such tensions are neither new nor unique. Adopting a sociocultural perspective, the authors position technology as an integral part of learning itself rather than a simple tool, and frame generative AI as a significant contemporary development reshaping language education. Focusing on the Japanese context, the chapter outlines recent policy responses, rapid growth in AI-related research, and increasing classroom applications, while also highlighting emerging ethical concerns such as bias, academic integrity, and over-reliance. The volume is presented as a timely response to these developments, bringing together diverse perspectives to critically examine how AI is influencing pedagogy, policy, and learner experience, and to explore the broader implications for the future of language learning.
About the Contributors
Oliver Edwards (Editor) first became interested in the intersection of technology and language through digitisation work for the Corpus of Modern Scottish Writing. This interest led to his master’s thesis on the development of e-readers and e-books and underpins his thinking on the use of AI within linguistics. Since moving to Japan in 2013, he has worked as an English teacher and published research focused on language learner motivation, the roles of emotions in the language classroom, and Global Englishes. He currently teaches English Communication within the Sojo University International Learning Centre, where he is a lead editor for the university’s English language SILC journal.
Robert Dykes (Senior Editor) teaches at Sojo University in Kumamoto, Japan. He has volunteered with the Japan Association for Language Teaching (JALT) since 2016 and has held over 20 positions within the organization. He has chaired the JALT College and University Educators, Computer-Assisted Language Learning, and PanSIG conferences. His research interests reflect his severe attention-deficit/hyperactivity disorder, ranging across motivation, foreign language anxiety, typography, computer-mediated communication platforms such as Reddit, and Minecraft in the language classroom. More recently, his work has focused on artificial intelligence and language learning. Dykes is a two-time Best of JALT winner and currently holds a powerlifting bench press record in the Fukuoka division. He unabashedly considers himself a horror movie aficionado.
David Bollen (Editor) is an Associate Professor at Sojo University in Kumamoto, where he has worked since 2010. Dave received his PhD from the Queensland University of Technology, focusing on English loanwords in Japanese. His research interests include vocabulary acquisition, extensive reading, and academic writing. He lives in Kumamoto with his wife and three daughters.
Citation
Edwards, E., Dykes, R., & Bollen, D. (2026). Introduction to this volume. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 1–10). Candlin & Mynard. https://doi.org/10.47908/45/i
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... |