ChatGPT in Chinese language education: Insights from Danish High School students
DOI:
https://doi.org/10.7146/spr.v31i81.158727Keywords:
ChatGPT, Chinese language education, High school students, self regulated learningAbstract
The integration of generative artificial intelligence (GAI) in foreign language teaching is transforming students’ learning experiences and their perceptions of language learning. In Denmark, the Danish Agency for Education and Quality emphasizes the importance of students now being taught about, with and without GAI, which includes being able to use the technology as a tool to enhance learning and digital literacy. In this context, in 2024, we conducted a study of Danish high school students’ experiences with ChatGPT in Chinese teaching. A total of 64 students from 2nd and 3rd years participated at four different high schools. Using questionnaires, we investigated students’ attitudes, usage patterns and perceived impact of ChatGPT on their learning. Descriptive statistics were used to analyze the relationship between usage and grade level, supplemented by a qualitative analysis of students’ open-ended responses. Preliminary results show that most students used ChatGPT as a tool for self-regulated learning. Confidence in GAI-generated content varied, but many students demonstrated critical engagement in assessing GAI-generated texts. The study concludes with pedagogical reflections on how teachers can balance autonomous learning with structured classroom instruction.
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