The Role of AI-Assisted Learning in Academic Writing: A Mixed-Methods Study on Chinese as a Second Language Students

Abstract

This mixed-methods study examines the role of artificial intelligence (AI)-assisted learning in academic writing for Chinese as a Second Language (CSL) students in a Chinese university context. Fifty international CSL students were randomly assigned to experimental—AI-assisted learning using ChatGPT—and control—traditional learning—groups. Writing samples from the participants were evaluated using established scoring rubrics for Chinese academic writing. Based on pre- and post-test quantitative data and supplementary qualitative interviews with six participants from the experimental group, this study reveals that AI-assisted learning can enhance student outcome by supporting knowledge acquisition, helping to create a supportive learning environment, and increasing student motivation. However, this study also highlights concerns regarding over-reliance on AI, particularly in relation to ethical concerns, technical and networking issues, and the unreliability of AI-generated content. These findings contribute to a nuanced understanding of the impact of AI on CSL learners’ academic writing performance. Finally, we also discuss practical implications for educational stakeholders regarding the integration of AI into language education.