The Application and Impact of Artificial Intelligence in International Chinese Language Education: A Case Study of ChatGPT

This paper aims to explore how artificial intelligence technology plays a role in the field of international Chinese language education and its impact on Chinese teaching and learning. Taking ChatGPT as an example, this paper introduces its principle, function and advantages, analyzes its application scenarios and effects in Chinese education, discusses its possible challenges and problems, as well as its future development direction and suggestions. This paper argues that ChatGPT is a natural language generation technology based on deep learning, which can generate smooth, logical and emotional Chinese conversations based on user input. ChatGPT can provide diversified, personalized and interactive learning resources and teaching aids in international Chinese education, which is helpful to improve the quality and efficiency of Chinese teaching, stimulate learners’ learning motivation and interest, and promote cross-cultural communication and understanding. At the same time, ChatGPT also has some technical limitations and hidden dangers in social ethics. It is necessary to arouse the attention and vigilance of teachers and learners, reasonably regulate and use the technology, and ensure the healthy development of data security and man-machine relationship. This paper hopes to provide some reference and inspiration for the application of artificial intelligence technology in international Chinese education

A review of technology-enhanced Chinese character teaching and learning in a digital context

The acquisition of Chinese characters has been widely acknowledged as challenging for learners of Chinese as a foreign language (CFL) due to their unique logographic nature and the time and effort involved. However, recent advancements in instructional technologies demonstrate a promising role in facilitating the teaching and learning of Chinese characters. This paper examines studies exploring technology-enhanced character teaching and learning (TECTL) through a systematic literature review of relevant publications produced between 2010 and 2021. The synthesized findings shed insights on the research undertaken in the TECTL field, identifying a focus on characters’ component disassembling, re-assembling, and associations among orthography, semantics, and phonology. In addition, learners’ perceptions toward the use of technology and the benefits of various types of technological tools are also discussed in detail. Implications for TECTL are also put forward for future pedagogical practice and exploration

The Effects of Biofeedback-based Stimulated Recall on Self-Regulated Online Learning: A Gender and Cognitive Taxonomy Perspective

Previous studies posited the effectiveness of Stimulated Recall (SR) by exposing learners to recorded videos enhancing their personal perceptions and authentic understanding of knowledge in an interactive classroom. However, few studies explored how SR is implemented in a relatively static context, e.g., online self-directed learning, or took human factors, e.g., cognitive style and gender, into consideration in such a context. To fill this gap, the current study, based on previous psychological research findings, aims to introduce biofeedback as a stimulus for learners to engage in retrospection regarding their learning behavior. A quasi-experimental design study was carried out over a 12-week set of EFL (English as a Foreign Language) self-regulated online reading activities. The participants consisted of an experimental group (54 undergraduate students) and a control group (52 undergraduate students) at one Chinese university. Pre-post tests on reading performance and their association with a specific cognitive taxonomy were assessed through a developed scale instrument, whereas physiological signals (e.g., gazing duration, verbal fixation and brain wave) were captured via eye-tracking and electroencephalograph (EEG) technology. The results emphasized that (a) students’ reading ability and cognitive hierarchy significantly improved through biofeedback. Moreover, (b) learners in single level-one cognitive hierarchic groups had significant improvements in both cognitive abilities and reading comprehension, whereas learners in multi-level hierarchic groups had no significant enhancements. Finally, (c) the optical data results and EEG reports showed that males favor procedural feedback and females have a preference for a conclusive assessment

THE USE OF AI IN LANGUAGE LEARNING: WHAT YOU NEED TO KNOW

Kecerdasan Buatan adalah kekuatan transformasional dalam pendidikan, terutama dalam pembelajaran bahasa. Studi ini membahas berbagai alat AI yang digunakan untuk pembelajaran bahasa, seperti terjemahan mesin, teknologi ucapan, chatbot, dan konten yang dihasilkan oleh kecerdasan buatan. Studi ini secara komprehensif menjelajahi potensi dan tantangan yang terkait dengan peran kecerdasan buatan dalam pendidikan bahasa. Di satu sisi, kecerdasan buatan menawarkan manfaat seperti panduan personal, keterlibatan interaktif, dan pelacakan kemajuan. Namun, juga menimbulkan kekhawatiran tentang interaksi manusia yang berkurang, dampak potensial pada otonomi pembelajar, dan peran yang berkembang dari guru bahasa. Oleh karena itu, studi ini menekankan pentingnya menggabungkan prinsip-prinsip etika, transparansi, dan inklusivitas untuk memandu integrasi kecerdasan buatan dalam pendidikan secara bertanggung jawab. Penelitian ini menggunakan metodologi penelitian perpustakaan untuk membangun landasan teoritis yang kuat, menekankan peran penting integrasi kecerdasan buatan yang bertanggung jawab dalam meningkatkan pendidikan bahasa sambil menjaga standar etika yang tinggi

The Effects of Interactive Multimedia on English Language Pronunciation Performance of Pulils in the Nigerian Primary Schools

This paper presents a research carried out to x-ray the effects of using interactive multimedia on the English language pronunciation performance of pupils in the Nigerian primary School. The simple observation technique and a well-structured questionnaire were used coupled with class test to show whether the effect is negative or positive. Pupils from grade one to grade five were randomly selected and all the class teachers responded appropriately to the questionnaires administered to them. A well-structured formative test was also given to the pupils in order to ascertain the status of effect and the level of impact of interactive digital multimedia on English Language pronunciation performance of pupils.  This paper illustrates that adopting the interactive multimedia technology in education makes it possible to achieve effective teaching and training in multiple domains which was not possible in the traditional text based environment. Keywords: Interactive digital multimedia, English language pronunciation, performance

Multilingual Information Access: Practices and Perceptions of Bi/multilingual Academic Users

The research reported in this dissertation explored linguistic determinants in online information searching, and examined to what extent bi/multilingual academic users utilize Multilingual Information Access (MLIA) tools and what impact these have on their information searching behavior. The aim of the study was three-pronged: to provide tangible data that can support recommendations for the effective user-centered design of Multilingual Information Retrieval (MLIR) systems; to provide a user-centered evaluation of existing MLIA tools, and to offer the basis of a framework for Library & Information Science (LIS) professionals in teaching information literacy and library skills for bi/multilingual academic users. In the first phase of the study, 250 bi/multilingual students participated in a web survey that investigated their language choices while searching for information on the internet and electronic databases. 31 of these participants took part in the second phase which involved a controlled lab-based user experiment and post experiment questionnaire that investigated their use of MLIA tools on Google and WorldCat and their opinions of these tools. In the third phase, 19 students participated in focus groups discussions and 6 librarians were interviewed to find out their perspectives on multilingual information literacy. Results showed that though machine translation has alleviated some of the linguistic related challenges in online information searching, language barriers do still exist for some users especially at the query formulation stage. Captures from the experiment revealed great diversity in the way MLIA tools were utilized while the focus group discussions and interviews revealed a general lack of awareness by both librarians and students of the tools that could help enhance and promote multilingual information literacy. The study highlights the roles of both IR system designers as well as LIS professionals in enhancing and promoting multilingual information access and literacy: User- centered design, user-modeling were found to be key aspects in the development of more effective multilingual information retrieval (MLIR) systems. The study also highlights the distinction between being multilingually information literate and being multilingual information literate. Suitable models for instruction for bi/multilingual academic users point towards Specialized Information Literacy Instruction (SILI) and Personalized Information Literacy Instruction (PILI)

Readings on L2 reading: Publications in other venues 2015–2016

This feature offers an archive of articles published in other venues during the past year and serves as a valuable tool to readers of Reading in a Foreign Language (RFL). It treats any topic within the scope of RFL and second language reading. The articles are listed in alphabetical order, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive