This study explores the perspectives of Japanese university students studying English as a foreign language (EFL) on the use of generative artificial intelligence (GenAI), with a specific focus on the ChatGPT model, for academic assignments. Through qualitative analysis of data collected from three participants engaged in writing and discussion assignments, themes such as efficiency, reliability, ethics, EFL utilization, and unique insights are examined. Drawing on contemporary literature, the research focuses on the broader context of the emerging influence of GenAI in education. Insights from student perspectives reveal complex attitudes toward the use of ChatGPT. Despite reported efficiency gains, concerns about reliability, ethical implications, and the need for human oversight emerge prominently. The study also delves into the multifaceted role of GenAI in EFL learning, showcasing its potential as a language learning aid. The paper underscores the necessity for ongoing dialogue and critical reflection among educators and students to navigate the evolving landscape of AI integration in education, ensuring ethical and pedagogically sound practices. As GenAI continues to shape educational paradigms, understanding student perspectives and addressing their concerns is imperative for fostering responsible and effective utilization of AI technologies in academia.
Keywords: Artificial Intelligence, ChatGPT, Japanese EFL students, Pedagogical practices, student perceptions
