The Application of Generative AI in Chinese as a Second Language Writing

¹ School of Liberal Arts, Anhui University, Hefei, 230000, China
² School of Liberal Arts, Jiangsu University, Zhenjiang, 212000, China

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The rapid development of generative artificial intelligence is profoundly changing the teaching environment of Chinese second language writing. This article systematically reviews relevant research at home and abroad since 2022, analyzing it from three levels: application scenarios, multidimensional impacts, and promotion directions. Research has found that generative AI is involved in the entire writing process, including pre-writing ideation and preparation, as well as expanding vocabulary richness. Generative artificial intelligence excels in grammar correction, but still lacks a comprehensive understanding of content and emotional nuance. From the perspective of impact, generative AI has different effects on learners at different levels, prompting teachers to shift their roles towards “designers” and “guides”, and promoting the formation of a “human-machine dual teacher collaboration” feedback model. However, it also brings risks of language expression convergence and weakening of cultural connotations. In the future, it is necessary to develop a hierarchical and progressive human-machine collaborative teaching model, incorporate generative AI literacy into teacher professional development content, accelerate the development of a large-scale model for Chinese writing, and establish standardized measures for application, thereby seeking a balance between technology and education.