Since the emergence of ChatGPT in 2022 the rapid development of generative AI has brought significant opportunities and challenges to English writing instruction. While Japan’s Ministry of Education promotes the use of generative AI in schools, and has begun training AI-leader teachers, many educators remain uncertain about how to integrate AI meaningfully into their instruction. This paper examines the pedagogical implications of AI-assisted writing from the perspectives of high school-university collaborative practices. First, it identifies major risks associated with overreliance on AI—including threats to academic integrity, loss of learning opportunities, and students’ inability to critically evaluate AI-generated text. This paper highlights the importance of explicit guidelines, transparent purposes for AI use, and instruction that develops students’ ability to revise, evaluate, and personalize AI outputs. Second, it argues that although AI can support surface-level accuracy and promote autonomous learning, human teachers remain essential for providing content-focused feedback, nurturing students’ thinking, and fostering motivation. Finally, this paper proposes a staged approach to AI integration that prioritizes foundational writing experience before full AI-supported writing. The discussion offers practical considerations for designing writing instruction that makes effective use of AI while safeguarding students’ development as independent writers.

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This study investigates the effects of delayed explicit corrective feedback (CF) designed to promote students’ noticing of their speaking problems from the viewpoint of Japanese high school students’ speaking development in an EFL classroom. A total of 113 first-year students participated in eleven two-minute speaking tasks, with post-task reflective writing collected each time. Among three groups, Group A received explicit CF based on their own errors and engaged in repetition and pair practice; Group B received CF based on Group A’s errors; Group C completed pre-task pattern-practice activities following an oral approach. CAF (Complexity, Accuracy, Fluency) measures were analyzed using T-units, clause density, and error rates. Results revealed that Group A demonstrated significant gains in syntactic complexity—specifically in the number of clauses and subordinate clauses per T-unit (η²p = .140–.168)—while no statistically significant improvement was observed in fluency or accuracy across groups. Qualitative analysis further suggested that post-task explicit CF and follow-up practice promoted greater syntactic integration and discourse-level development in learners’ output. By contrast, pre-task pattern practice alone did not yield measurable improvement. The findings highlight the pedagogical value of delayed explicit CF as a feasible and effective approach for enhancing form-focused noticing and structural development in EFL speaking classrooms.

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This study investigates the effects of communication activities using picture books written in both English and Japanese for the third and fourth graders in their English activity classes. The results of the questionnaire executed for the pupils after the pre-study lessons revealed that illustrations and gestures were effective for their understanding and performing English communication. The results of the questionnaire after the picture book reading lessons combined with communication activities proved that the learners enjoyed and satisfied with the English lessons without feeling much stress. We conclude that picture book reading lessons combined with communication activities will raise the motivation of English learning for elementary school pupils.

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　今回の部分撤回は、研究倫理委員会による審議で指摘された問題に対処するために行われたものです。
　対象となる箇所については、出版後訂正の国際的な慣行に則って、透明性の確保および学術記録の誠実さを維持する目的で、以下の著者による部分撤回記事において明確に示されています。なお、本論文のその他の部分には影響を及ぼさないことを申し添えます。

『LET九州・沖縄支部紀要』第26号　編集委員会
2026年2月

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