Paper long abstract

The rapid advancement of AI technologies has significantly transformed the field of language education. In Japanese language education in particular, both teachers and learners are increasingly incorporating AI into their practices. However, in this period of transition, many teachers remain uncertain about how to effectively engage with these technologies.

While previous studies in Japanese language education have examined AI-assisted approaches to teaching and assessing specific skills, such as speaking and writing, little attention has been paid to the relationship between AI and the role of the teacher.

This study addresses this gap by investigating the use of AI among learners in Serbia and Bosnia and Herzegovina, focusing on three key questions: (1) how learners use AI in their studies; (2) the extent to which they trust and rely on AI; and (3) what they expect from teachers in the age of AI. Building on the findings, it further examines the role of teachers in the age of AI.

A questionnaire survey was conducted among Japanese language learners across proficiency levels, yielding 88 responses. Approximately half of the participants were university students majoring in Japanese, while around 40% were enrolled in general Japanese language courses. The findings indicate that more than half of the respondents use generative AI, primarily for reading support and basic sentence correction. However, over 60% reported low levels of trust in and reliance on AI.

Regarding expectations of teachers, learners emphasized the importance of sustaining motivation, responding flexibly to individual needs, and providing a human dimension to learning through the sharing of knowledge and experience. In addition, some respondents expressed a need for guidance in AI literacy.

Although a cautious attitude toward AI use is evident in this region, the spread of AI technologies appears to be irreversible. In this context, teachers are expected not only to act as coordinators of learning, but also to foster meaningful human connections grounded in lived experience, rather than merely presenting knowledge mechanically.