Reimagining Beginner-Level Japanese Courses Generative AI as a speaking aid

Abstract

This personal essay explores the evolving role of generative AI as a speaking assistant in a beginner-level Japanese course. Reflecting on the challenges of providing effective speaking practice in a traditional classroom, such as limited contact hours and the shortcomings of language assistants, I describe my journey of integrating a customized AI chatbot, “Sato,” into my teaching. Drawing on classroom observations, student feedback, and recent research, I discuss the strategies used to introduce AI as a tool for language learning, the adaptations made to assignments and classroom activities, and the ongoing process of supporting students as they navigate this technology. While AI offered clear advantages, including flexible, personalized, and low-pressure speaking practice, its limitations, such as technical barriers and the lack of truly natural conversation, also became apparent. Ultimately, this experience has transformed my approach to inclusive teaching: rather than viewing AI as a threat, I now see its potential to empower students when used thoughtfully and in tandem with human guidance.