Current Issue
Volume 21, Issue 1, January 2026
Mapping the Conversational Landscape: A Literature Review on AI Chatbots in EFL Learning
Huang Mengqi, Yamaguchi University
Abstract
The rapid development of artificial intelligence has led to the increasing adoption of AI-powered chatbots in English as a Foreign Language (EFL) education, particularly for speaking practice. While existing research has highlighted their potential benefits for fluency, feedback, and learner autonomy, less attention has been paid to how these tools shape learners’ conversational behaviors. This literature review synthesizes 95 peer-reviewed studies published between 2005 and 2024 to examine the impact of AI chatbots on the conversational patterns of Chinese university EFL learners. Drawing on research from second language acquisition, computer-assisted language learning, and conversation analysis, the review explores four thematic domains: pedagogical functions of chatbots, changes in interactional patterns, affective and cognitive outcomes, and key limitations. Findings suggest that chatbots can support speaking confidence, reduce anxiety, and provide accessible opportunities for autonomous practice, yet often fall short in modeling pragmatic nuance, natural turn-taking, and culturally appropriate interaction. The review identifies significant gaps in conversation-analytic and longitudinal research and argues for hybrid pedagogical models that integrate AI tools with teacher guidance. It concludes by outlining directions for future
Creating a Web Tool to Assist Japanese Learners of English in Genre-Based Writing
Troy Russell, Kanda University of International Studies
Abstract
This paper presents a web-based application, developed by the author, to help scaffold genre-appropriate expository writing for intermediate-level English learners in Japan. Focusing on genre from the Systemic Functional Linguistics (SFL) perspective, the paper overviews genre and genre-based instruction, including the SFL-based Teaching-Learning Cycle. Expository writing in the Japanese EFL context is discussed and existing technological tools for improving writing are overviewed. The application’s two main features are presented: a reordering/reassembly activity that helps novice writers become familiar with the schematic structure of the exposition and an argument structuring tool intended to build learners’ audience awareness. Results of a small trial (n=5) of the application prototype are presented. This paper demonstrates the potential usefulness of incorporating a web application in order to scaffold learners’ analysis and production of the exposition genre.
Teachy for Preparing Language Learning Materials: A Technology Review
Meykke Alvia Yuntiawati, Narendra Setia Herawarman, Raynaldo Gusti Arya, Yustinus Calvin Gai Mali, Neny Isharyanti, Master’s Program in English Language Education Universitas Kristen Satya Wacana (Salatiga, Indonesia)
Abstract
This paper examines the potential benefits and challenges of Teachy, an AI-supported website for creating language learning materials. In reviewing the website, the authors employed a recent technology review approach and conducted rigorous peer debriefing activities to ensure the credibility and trustworthiness of the review. The review results, in light of the principles of task engagement, showed the benefits of using Teachy, which included its capability to provide authentic learning materials based on real-life events, an avenue for social interaction among its users, and interesting features (e.g., Lesson Plan Generator, Quizzes, Assessments, and Activity Ideas) that teachers can explore to provide various learning materials and activities for their students. Nevertheless, the authors noted the lack of feedback the website provides to students’ language learning and the irrelevant materials it offers based on students’ backgrounds. The authors provide practical recommendations for teachers who plan to use Teachy and outline research agendas for future researchers who wish to build upon this study.
Yokohama JALT My Share April 2025 [Special Issue]
Alexander L. Selman, Rikkyo University
An Activity to Introduce Critical Thinking
Nicole Ballard, Yokohama, Japan
A Communicative Approach to Speed Reading for Learner Motivation
Andrew Devitt, Westgate Corporation, Japan
Teachers Reflecting on a Language Learning Experience: 10-Minute Writing
Malcolm Prentice, Rikkyo University, Japan; Tanya Erdelyi, Chuo University Japan; Anna Belobrovy, Rikkyo University, Japan
Teaching Large Numbers to Japanese Learners of English
John Shaw, Westgate Corporation, Japan
Abstract
In April of 2025, the Yokohama Chapter of JALT met to hold its regular My Share event. Here four of the presenters share their ideas in greater detail and with more theoretical backing. Nicole Ballard lays out an accessible activity for introducing critical thinking. Andrew Devitt develops a speed reading course to make it more communicative and motivating. Malcolm Prentice, Tanya Erdelyi and Anna Belobrovy share their reflections on a 10-minute writing task. And John Shaw shows us why there is a need to address the teaching of language numbers in English classes, and offers some techniques to do so effectively. I am sure readers will find useful and practical ideas that they can take into the classroom as we recall the bright spring day of that April event from these chillier, early winter days.