Innovation in Language Learning

The integration of digital technologies in education is often portrayed as a pathway to innovation, equity, and enhanced learning outcomes [1]. In Japan, widespread access to personal digital devices and high-speed connectivity has created unprecedented opportunities for language education [2]. However, access alone does not guarantee effective learning, and disparities in ICT utilization persist across schools, teachers, and subject areas.

This presentation examines how Japanese language classrooms navigate the gap between technological access and meaningful pedagogical use. Drawing on government reports, policy analyses, and classroom case studies, it highlights how teacher training, institutional culture, and subject-specific practices influence the integration of ICT in language learning. While digital tools have the potential to enhance communicative competence, foster learner autonomy, and support collaborative and intercultural engagement, underutilization or superficial use can reinforce existing inequities [3], [4].

The study situates these findings within broader global debates on digital equity and educational innovation, emphasizing that meaningful integration requires pedagogical strategies that go beyond infrastructure. Recommendations are offered for language educators and policymakers to develop teacher capacity, design engaging ICT-based activities, and ensure equitable learning opportunities. By focusing on digital pedagogy, critical utilization, and learner-centered innovation, language classrooms can leverage technology not merely as a tool, but as a catalyst for meaningful linguistic and cultural learning.