Abstract
This study examines the use of dialogue-based AI in Japanese writing instruction, based on Vygotsky’s sociocultural theory. It focuses on a 10-year-old learner’s writing skills improvement through AI interactions, analyzing vocabulary, narrative structure, motivation, and self-efficacy. The research uses dialogue log analysis, writing evaluations, and interviews, finding that AI serves as a “more knowledgeable other,” enhancing the learner’s Zone of Proximal Development (ZPD) and fostering autonomous learning.
