Students’ perceptions of collaborative GenAI policymaking in a Japanese university EFL classroom

Abstract

The rapid adoption of generative artificial intelligence (GenAI) in education has led to concerns about appropriate student use, academic integrity, and the development of critical thinking skills, including in English as a Foreign Language (EFL) classrooms. While many measures addressing these concerns emphasize enforcement-oriented policies, relatively little research has examined participatory approaches in which students help shape course-specific expectations for GenAI use. This classroom action research (CAR) study explores students’ perceptions of a collaborative GenAI policymaking activity in a university EFL writing course in Japan. Data were collected through an anonymous post-activity survey with Likert-scale items and open-ended questions (n = 7). Qualitative analysis identified two primary themes: exposure to diverse peer perspectives on GenAI use and a desire for greater structure or guidance, along with a contextual theme related to perceived psychological safety in discussion. Findings suggest that collaborative policymaking functioned not only as a means of formulating course guidelines but also as a reflective, deliberative learning activity. At the same time, students’ responses highlight the importance of light scaffolding to support participation and decision-making. This study contributes EFL-specific evidence to discussions of pedagogically grounded approaches to GenAI use by illustrating how collaborative policymaking can function as a reflective classroom activity. It also offers practical insights into how light scaffolding may support student participation while preserving learner autonomy.