Presentation Schedule
Generative AI and Communication Theory in English Education: Junior High School Teachers’ Practices and Perceptions (97832)
Session Chair: Rattanun Jariyavilaskul
Friday, 7 November 2025 09:25
Session: Session 1
Room: Room E (4F)
Presentation Type:Oral Presentation
Grounded in communicative theory and Vygotsky’s Zone of Proximal Development, this study investigates the pedagogical relevance of generative AI (GenAI) and outlines theory-informed pathways for its meaningful integration into English language teaching, with a particular focus on teacher training. As GenAI gain visibility in educational contexts, their potential to support speaking instruction and lesson planning has attracted increasing academic and practical interest. While prior research (e.g., Kaya, 2023; Yoshida, 2024) emphasizes benefits such as personalized feedback and reduced teacher workload, empirical investigations into classroom implementation at the secondary level remain limited. This study conceptualizes GenAI as a scaffold that supports learner development through interactive dialogue, co-construction of meaning, and enhanced autonomy in language use and revision. The triadic relationship among teacher, student, and AI signals a pedagogical shift away from one-way instruction toward a more interactive and learner-centered classroom environment that fosters learner autonomy. A 2024 survey conducted by Sendai University involving approximately 500 junior high school teachers reported that only 17.4% had used GenAI —primarily for lesson preparation—with most using it less than once a week. To explore barriers to adoption, this study conducted an exploratory survey of 12 junior high school English teachers regarding their use of AI in lesson planning and instruction, perceived benefits and concerns, and professional support needs. Reflections shared by teachers during workshops were also analyzed. Preliminary results indicate cautious interest among teachers, moderated by concerns over curriculum alignment and ethical implications. The study offers context-sensitive recommendations for professional development and curriculum design.
Authors:
Mamiko Orii, Waseda University, Japan
Kyoko Oga, Hokkaido University of Education, Japan
About the Presenter(s)
Dr Kyoko Oga is an Associate Professor at Hokkaido University of Education, Japan.
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