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Qing Li

University College London, UK

 

Abstract

This pilot study investigates the impact of AI-insisted language tools on L2 Mandarin writing development in the UK GCSE context, analysing both learning outcomes and student experiences. Using a mixed-methods approach, pre- and post-intervention GCSE writing tests were administered to an experimental group (using AI-assisted tools) and a control group, supplemented by interviews and questionnaires. Quantitative results revealed that the experimental group demonstrated significant gains in task accuracy compared to the control group, though no comparable improvement was observed in writing content quality—a critical component of higher-order thinking. Qualitative data further highlighted student ambivalence: participants valued AI for vocabulary and immediate feedback but criticized generated content as often overly simplistic or complex, expressing concerns about over-reliance and short-term utility. That is to say, while AI-assisted language tools effectively supported linguistic precision, their limitations in fostering advanced cognitive skills were identified as a key concern. These findings underscore the need for balanced pedagogical frameworks that integrate AI-assisted tools while prioritizing human-guided development of critical writing competencies. As one of the first studies examining AI’s role in L2 Mandarin writing at the secondary level in the UK, this research contributes empirical evidence to ongoing debates about technology-mediated language learning.

 

Keywords

AI-assisted language tools, L2 Mandarin, GCSE writing, cognitive skills, accuracy

 

人工智能辅助的二语汉语写作：英国GCSE课堂中的效果评估与学生认知

 

黎晴     

伦敦大学学院，英国

 

摘要

本试点研究探讨了人工智能辅助语言工具对英国GCSE（普通中等教育证书）汉语二语写作能力发展的影响，综合分析了学习效果与学生体验。采用混合研究方法，研究团队对实验组（使用AI辅助工具）与对照组进行了GCSE写作前测与后测，并辅以访谈与问卷调查。量化数据显示：相较于对照组，实验组在写作任务准确性方面提升显著，但在体现高阶思维能力的写作内容质量维度未见同等进步。质性研究进一步揭示了学生的矛盾心态——参与者肯定AI在词汇支持与即时反馈方面的价值，但批评生成内容往往过于简单或复杂，并对工具依赖性与短期效用表示担忧。研究表明：人工智能辅助工具虽能有效提升语言准确性，但其在培养高级认知技能方面的局限性值得关注。这些发现强调了构建平衡教学框架的必要性——在整合AI工具的同时，应重视教师引导下的批判性写作能力培养。作为英国首项探究人工智能在中学阶段汉语二语写作中作用的研究，本文为技术媒介语言学习的学术讨论提供了实证依据。

 

关键词

人工智能辅助语言工具，汉语二语，GCSE写作，认知技能，准确性