Empirical Study on Generative Artificial Intelligence Enabling Chinese Writing Teaching

The digital transformation of international Chinese language education is an important direction for enhancing the global dissemination effectiveness of the Chinese language. In teaching Chinese as a second language, writing, as a form of higher-order language output, has long faced challenges such as insufficient teacher resources, lagging feedback, and a lack of personalized support. Generative artificial intelligence (GAI) offers a new path for teaching Chinese writing. This study, with intermediate Chinese learners as the subjects, systematically explores the effectiveness of GAI-assisted Chinese writing instruction through a combination of controlled experiments and interviews based on a Chinese learning platform embedded with GAI. The study found that the GAI class was significantly superior to the traditional class in terms of the adequacy dimension of content quality and the grammatical and lexical dimensions of language quality; teachers and GAI play complementary roles in this process; most Chinese learners have a positive attitude towards this model. Based on the above findings, this study presents three suggestions: using GAI to empower Chinese writing instruction, giving full play to the complementary advantages of human and machine, and enhancing the AI literacy of teachers and students to achieve two-way empowerment of human and machine, with the aim of promoting the intelligent development of international Chinese education.