The rapid advancement of Artificial Intelligence (AI) has significantly reshaped education, particularly in the field of language learning. AI-assisted tools such as ChatGPT, Gemini, and Microsoft Copilot are increasingly used to support learners by providing real-time feedback, personalized learning experiences, and enhanced engagement. While the integration of these tools into English language education has been widely studied, research concerning their application in learning other languages, such as Japanese is scarce. Additionally, limited studies have examined how learners in Malaysia engage with these tools and perceive their effectiveness. This study aims to investigate the role of generative AI tools among Japanese language learners in Malaysian universities. It seeks to identify the types of AI tools commonly used, the frequency of their usage, and learners’ perceptions regarding their usefulness, limitations, and effect on language learning motivation and engagement. A descriptive quantitative research design will be employed, using an online questionnaire. Participants will be selected through purposive sampling from various universities across Malaysia to ensure diverse representation. Descriptive statistical analysis will be conducted to examine usage patterns and interpret learner perceptions. By addressing the existing gaps in AI-assisted language learning research particularly for Japanese language learners and the Malaysian context, this study is expected to contribute meaningful insights for educators, curriculum designers, and educational technology developers. The findings will inform best practices for integrating AI tools into language education to promote learner autonomy, motivation, and proficiency.

Keywords: Japanese language, language learning, AI-assissted tool, Malaysian universities