AI-assisted L1 Chinese Language Education
Submitted by:
Ching Sum Wong
Abstract:
Language teaching and learning have been strongly influenced by innovations and the explosion of new technologies in recent years. We believe that the inevitable rise of Artificial Intelligence (AI) tools must be strategically managed rather than resisted entirely. To leverage new trends and enhance the effectiveness of teaching and learning Chinese language, particularly in writing, speaking, reading, listening, and integrated skills, our research aims to explore the potential of using virtual elements as supplementary support in regular L1 Chinese classes at a Hong Kong University.
We have integrated newly invented AI tools include ChatGPT, Heygen, and Synthesia into our teaching and learning design to improve learning outcomes. ChatGPT is utilized for reading and writing training, while Heygen and Synthesia are employed for listening and speaking training.
To effectively master these tools, possessing critical thinking and problem-solving skills is crucial. Therefore, we propose adopting an inquiry-based learning approach. This pedagogical method will encourage students to critically access and utilize AI tools, thereby enhancing their Chinese language skills and enabling them to overcome language challenges.
The research question is: Can AI tools enhance students' academic performance in Chinese language learning? To address this question, we have conducted an empirical research study using a mixed-methods approach, involving both quantitative and qualitative analyses. Research instruments include pre-tests and post-tests, case studies, questionnaires, and semi-structured interviews. The participants were consist of approximately 100 L1 Chinese learners in a Hong Kong university, aged between 18-22.
The study aims to compare the academic performance of university students with and without the assistance of AI tools. The results of this research will provide a solution to the longstanding issue of limited class time for Chinese Language courses and present a revolutionary approach to teaching and learning L1 Chinese language.
References:
Nguwi, Y. Y (2023). Technologies for education: From gamification to ai-enabled learning. International Journal of Multidisciplinary Perspectives in Higher Education, vol. 8, 111-132.
Burke, A.S., Fedorek, B. (2017). Does ‘flipping’ promote engagement? A comparison of a traditional, online and flipped class. Active Learning in Higher Education 18(1): 11-24.