Presentation Learner Voices on Generative AI Use in EFL Classrooms: Perceived Benefits, Concerns, and Curriculum Integration more

The purpose of this study is to explore the perspectives of Japanese university EFL learners on the use of generative AI tools, such as ChatGPT. Focusing on learner voices, it examines the benefits, concerns, and attitudes toward integrating generative AI into university English curricula. The study employed a mixed-methods survey design. A total of 400 first- and second-year engineering students at a Japanese university participated in the study. Quantitative items were used to measure AI-mediated learner autonomy, AI self-efficacy, and psychological dependence. In addition, open-ended questions were used to investigate EFL learners’ perceptions of the benefits and challenges of using generative AI tools and their potential integration into EFL curricula. The findings show that students recognize benefits such as increased efficiency and support for idea generation, while also expressing concerns about over-reliance and reduced learner effort. Attitudes toward curriculum integration varied depending on learners’ autonomy and dependence profiles. These results highlight the importance of pedagogical guidance in shaping the educational value of generative AI use in EFL classrooms.