English Communication Classes with Generative AI "ChatGPT"

Abstract: This paper reports on a classroom practice integrating generative artificial intelligence (ChatGPT) into a Japanese senior high school English Communication course. The practice was implemented in four second-year classes (approximately 40 students per class; total N ≈ 160) using LANDMARK II (Keirinkan), Lesson 10 “AI and Our Future,” together with supplementary writing materials including a CNN Workbook (Asahi Press) and GTEC STEP UP NOTE Writing Work (Benesse Corporation). Students first composed opinion-based texts independently and then used ChatGPT strictly as a rewriting assistant. External assessment data indicate that the average GTEC writing score increased from 150.8 to 182.6 (+31.8 points; +21.1%). While causation cannot be attributed solely to this intervention, the results suggest that structured AI-assisted revision may have contributed to measurable improvements in writing performance. The findings demonstrate that, under careful teacher guidance, generative AI can function as pedagogical scaffolding that enhances linguistic expression while preserving students’ cognitive ownership. The study also discusses ethical considerations surrounding AI use in education and proposes practical guidelines for responsible classroom implementation.