Abstract
This study examines the use of generative Artificial Intelligence (AI) in an intermediate Japanese course to enhance grammar, vocabulary, and writing skills. Three writing assignments were given. Students followed a four-step process: initial drafting; AI revision; critical evaluation of AI suggestions; and finalizing. Through this process, students positively engaged with both the assigned content and the AI feedback and made decisions based on communicative functions and learning objectives. The findings suggest that AI can serve as a valuable support tool in language learning when used critically and reflectively. However, students' AI literacy and specific evaluation models require attention in future study directions.
