Application and influence of generative language model in Korean Chinese teaching : Take ChatGPT and DeepSeek as examples

With the rapid development of generative language models such as ChatGPT and DeepSeek, international Chinese language education is facing new opportunities and transformations. Based on the theories of Comprehensible Input and Constructivist Learning, this paper explores the current applications and impacts of generative AI tools in Chinese language education in South Korea, with a specific focus on their roles in supporting learners, teachers, and classroom activities. A review of relevant research by Chinese and Korean scholars reveals that Chinese scholars mainly emphasize the macro-level changes brought by ChatGPT to international Chinese education, while Korean scholars, grounded in frontline teaching practices, highlight the value of AI tools in providing personalized feedback, enhancing situational authenticity, and improving language skills. Through case analysis, the paper further illustrates how ChatGPT and DeepSeek offer large amounts of comprehensible input materials—such as pronunciation demonstrations, grammar correction, and contextual dialogue generation—to meet students’ individualized needs and strengthen their autonomous learning abilities. Meanwhile, the role of teachers has shifted from knowledge transmitters to guides, supervisors, and motivators, requiring them to balance the acquisition of declarative knowledge via AI tools with the cultivation of procedural knowledge through classroom practice. Moreover, the adaptability of AI tools in non-target language environments enhances the authenticity of conversational contexts, alleviates learning anxiety, and stimulates learners’ motivation. By analyzing specific teaching examples, the paper discusses strategies and considerations for optimizing instructional design, enriching content, and improving classroom interaction through AI integration. Overall, AI-assisted Chinese education not only increases teaching efficiency but also raises higher demands for teachers’ professional competencies. This study aims to provide references and insights for the practice of Chinese language education in Korea.