Enhancing Chinese Language Education Through AI-Assisted Project-Based Learning: A Qualitative Study on Learning Values and Multimedia Skills Development

Abstract

The purpose of this study is to explore the value of Al-assisted project-based learning design in Chinese language education. Through instructional design that integrates foreign language, cross-cultural understanding, and multimedia expression, we aim to enhance learners' proactive attitudes and improve learning outcomes using Al and ICT. Conducted the tourism Chinese course at a Japanese university, the research employed mixed methods to assess the effectiveness of integrated PBL. The course utilized Al and ICT tools such as an online whiteboard, a pronunciation practice tool, generative Al for writing assistance, and a video editing application. Data from student surveys, feedback, and teacher observations indicated that approximately half of the students found the Al-supported PBL effective for their learning needs, especially in pronunciation practice and video editing, though it didn't fully address speaking skill inaccuracies. Al and ICT tools were effective in supporting cultural knowledge and intercultural communication skills, but student evaluation of Al's impact on learning were polarized. The value of the CFL approach using Al and ICT was discovered in creating immersive, adaptive learning environments—a value that had gone unnoticed in traditional teaching and learning methods—while also underscoring the need for proper support and training from teachers. Future challenges include integrating Al literacy into language courses and addressing varying technological proficiency levels among students.