Gilbert Dizon
Himeji Dokkyo University
About
Gilbert Dizon is an Associate Professor at Himeji Dokkyo University and holds a Doctor of Education from Indiana University. His research interests focus on technology-mediated informal language learning and the use of artificial intelligence in language education. His work has been published in journals such as Computers & Education: Artificial Intelligence, Computer Assisted Language Learning, Language Learning & Technology, Innovation in Language Learning and Teaching, and other international journals.Sessions
Presentation AI and technostress: Perspectives of Japanese EFL university students more
The rapid advancement of technology can negatively impact students’ psychological well-being, leading to a phenomenon known as technostress. The introduction of generative artificial intelligence (AI) has further raised concerns about its potential to increase technostress among language students. This presentation reports on a study that explored technostress among English as a foreign language (EFL) students at two Japanese universities. The study assessed the levels of technostress related to generative AI among the participants and examined the relationship between English language proficiency and AI-related technostress. An adapted survey (Kohnke et al., 2024; Niu et al., 2020) consisting of Likert-scale questions and open-ended items was developed and administered to participating students during the fall 2024 semester. A total of 100 students provided informed consent and fully completed the survey. While the quantitative results indicate that the participants did not exhibit a high level of technostress, the qualitative results suggest a more nuanced picture of the impact of AI-related technostress on Japanese EFL students. The full results of the study and its implications will be discussed during the presentation.
Presentation The state of CALL in Japan: A look at the past, present, and future more
Despite the ubiquity of technology and the expanding role of CALL in language education, studies investigating the development of CALL at the national level remain scarce (Fathali & Emadi, 2022). Accordingly, this presentation reports on a methodological review that addresses this gap in the literature by systematically reviewing CALL research conducted in Japan. The study aimed to understand the trends and methodological characteristics (e.g., research designs, research topics, settings) related to the Japanese CALL context. Five leading CALL journals (CALICO Journal, Computer Assisted Language Learning, Language Learning & Technology, ReCALL, The JALT CALL Journal) were searched for relevant research published over a 10-year period (2015-2024). A total of 67 articles were selected according to the inclusion criteria. While analysis of the data is ongoing, the initial findings suggest that Japan-based CALL research has tended to favor quantitative or mixed-method designs over purely qualitative studies. Research on the university context also appears to be dominant. The full research findings and future directions for CALL in Japan will be discussed during the presentation.