The Application of Artificial Intelligence in Chinese Language Teaching at University: Current Status, Effectiveness, and Impact on Students' Professional Skills

Résumé fourni par la source

The rapid advancement of artificial intelligence (AI) has proven to be a game-changer in the field of education, especially within higher learning institutions. Yet, it is necessary to grasp the relative significance of the technological, faculty, pedagogical, student, and institutional factors to ensure the successful application of AI in Chinese language education at the university level. This study aims to assess the current state, effectiveness, and impact of AI in the teaching of Chinese as a foreign language using an integrated approach that combines the Fuzzy Full Consistency Method (FUCOM) and a method based on the Removal Effects of Criteria (MEREC). Twenty evaluation indicators were grouped into five main dimensions; subjective priorities were obtained by expert judgments using FUCOM, and objective weights were obtained by responses of 300 university students using MEREC. Reliability and validity analyses were conducted to assess the measurement instrument's suitability, and the integrated framework generated comprehensive global weights for all evaluation criteria. The results show that the most important dimension is faculty-related factors, followed by pedagogical practices, students’ readiness, technological infrastructure, and institutional support. Faculty competence in teaching with AI, effective instructional design, and personalized learning support were the highest-scoring global indicators. Finally, the FUCOM–MEREC framework proposed in this paper can act as a transparent and systematic decision-support model for universities, educators, and policymakers to prioritize investments and strategies for sustainable Chinese language education in the context of AI.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.