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Mamiko Orii, Waseda University, JapanAbstract
This presentation examines how targeted Generative AI (GenAI) teacher training influences EFL teachers’ instructional intentions and pedagogical perceptions. GenAI is gaining traction as an instructional tool in English education, particularly for its ability to support vocabulary, phrasing, and inquiry-based learning (Kaya, 2023; Moorehouse, 2024; Yoshida, 2024). However, surveys show that many teachers have been slow to adopt it and remain concerned. In Japan, usage remains limited. Saito (2024) reported just 19.3% adoption among junior high teachers, while the HelloWorld Survey (2025) found 60% of English teachers lacked experience and concerns about integration. The author's upcoming study found the top concern—shared by 23 of 25 teachers—was insufficient training and support. International research also reports low adoption and persistent barriers, including insufficient training (e.g., Collie & Martin, 2025; Xiao et al., 2025). These findings highlight the need for training to help teachers use GenAI effectively. A two-part GenAI training course was held in Tokyo for 33 elementary and junior high school teachers. Focused on speaking instruction—‘presentation’ in the first session, ‘interaction’ in the second—it included hands-on exploration of GenAI's functions, classroom-ready prompts, and practical applications. Post-training surveys posed two open-ended questions: “What did you learn?” and “How would you like to apply it?” Responses were thematically analyzed, revealing teachers deepened their understanding of GenAI's instructional potential—particularly in prompt design and feedback—and showed intent to apply it thoughtfully. These results underscore the value of targeted training in building teacher confidence and promoting pedagogically sound integration of GenAI.
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