Integrating AI tools in Japanese EFL classrooms: Empowering self-regulated learning and cultural mediation

• Sandra Healy ^[1] ; Amelia Ijiri ^[1]
  1. [1] Kyoto Institute of Technology

     Kyoto Institute of Technology

     Kamigyō-ku, Japón

     
• Localización: EuroCALL 2025. Advancing CALL: New research agendas / Yazdan Choubsaz (dir. congr.), Paz Díez Arcón (dir. congr.), Ana Gimeno Sanz (dir. congr.), 2025, ISBN 978-84-1396-326-6, págs. 209-218
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • This emic study explores the integration of AI tools in Japanese EFL classrooms to support self- regulated learning and cultural mediation. Grounded in Zimmerman’s Self-Regulated Learning (SRL) model and Vygotsky’s sociocultural theory, it examines how AI technologies can enhance learner autonomy while remaining sensitive to cultural context. Thirty undergraduate students at a national university in Japan engaged with ChatGPT, DreamStudio AI, Suno AI, and Poe.com chatbots through multimodal tasks designed to foster creativity and reflection. Data were collected through post-course surveys, reflective journals, and artefact analysis. Findings indicate that AI tools supported goal-setting, strategic task execution, and self-reflection, while also offering low- pressure scaffolding within students’ Zones of Proximal Development. AI interactions provided a low-stakes environment that eased culturally influenced reluctance to ask for help. Students’ familiarity with gaming environments also appeared to facilitate adaptation to AI-mediated learning, suggesting informal preparation for intercultural digital fluency. However, challenges emerged related to over-reliance, digital equity, and varying degrees of comfort with creative expression. The study contributes to a growing understanding of how AI can be integrated empathetically and equitably in culturally diverse educational environments. This exploratory study offers a preliminary framework requiring validation through larger-scale research.