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An Interdisciplinary Method of Applying AI-Empowered Chatbots in Chinese Quatrains' Learning for Chinese Young Pupils

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Title: An Interdisciplinary Method of Applying AI-Empowered Chatbots in Chinese Quatrains' Learning for Chinese Young Pupils
Language: English
Authors: Juan Yang (ORCID 0000-0002-4868-3168), Ting Liang, Zhijie Liang (ORCID 0009-0007-8134-3513), Yihong Duan, Peiling Yang, Bowen Zheng, Die Chen, Yunhao Jia, Ling Wang
Source: Journal of Computer Assisted Learning. 2026 42(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 2
Primary Education
Descriptors: Artificial Intelligence, Interdisciplinary Approach, Synchronous Communication, Foreign Countries, Chinese, Native Language Instruction, Grade 2, Elementary School Students, Teaching Methods, Student Attitudes, Teacher Attitudes, Technology Uses in Education, Elementary School Teachers
Geographic Terms: China
DOI: 10.1002/jcal.70260
ISSN: 0266-4909
1365-2729
Abstract: Background: AI-empowered chatbot has been widely and longitudinally applied in second language (L2) education, but few of them were applied in first language (L1) education. Chinese ancient Quatrains, containing high-density semantic information with minimalist word combinations, are the learning targets of the most advanced level of native language learning for Chinese pupils. Objectives: Designing and implementing AI-empowered chatbots to explore the efficacy of their application in L1 Quatrains' learning for young Chinese pupils. Samples: Four hundred and thirty four second-grade pupils from Qingtaishan Primary School participated in this training program, including 220 boys and 214 girls. Participants' average age was 8.2 years (SD = 0.47). Two hundred and eight of them were assigned to the experimental class while the remaining 226 pupils were assigned to the control group. Methods: A between-participants design was applied to 434 second-grade pupils from a primary school. AI-empowered chatbots were designed and developed with agents and a knowledge base to implement the pedagogical instructional designs. An ANOVA comparison was conducted between learners with and without the intervention, measuring their behavioural outcomes. Five-point Likert scales were used to collect learners' self-perceptions about the training, and interviews were conducted with teachers. Structural Equation Models (SEMs) were built to explore how the chatbots affected learners' learning outcomes. Results: Results showed that learners' sentence comprehension ability was significantly enhanced compared to their peers without intervention, but their ability to extract keywords from the Quatrains showed no superiority to their peers. SEMs based on learners' self-perceptions and their performance suggested that their positive attitude toward new technology had no causal relationship with their learning outcomes. Conclusions: We summarised the training's advantages and disadvantages based on a SWOT analysis; practitioner notes were made for policymakers, school leaders and L1 teachers seeking to integrate AI-supported chatbots in their classrooms. Moreover, by using interaction, constructiveness, and activeness of the learning activity to evaluate the gains of applying AI-empowered chatbots in L1 learning, drawbacks and limitations were further diagnosed to evolve instructional designs, which may lead to better application outcomes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506905
Database: ERIC
FullText Text:
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  Data: An Interdisciplinary Method of Applying AI-Empowered Chatbots in Chinese Quatrains' Learning for Chinese Young Pupils
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  Data: <searchLink fieldCode="AR" term="%22Juan+Yang%22">Juan Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4868-3168">0000-0002-4868-3168</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ting+Liang%22">Ting Liang</searchLink><br /><searchLink fieldCode="AR" term="%22Zhijie+Liang%22">Zhijie Liang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-8134-3513">0009-0007-8134-3513</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yihong+Duan%22">Yihong Duan</searchLink><br /><searchLink fieldCode="AR" term="%22Peiling+Yang%22">Peiling Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Bowen+Zheng%22">Bowen Zheng</searchLink><br /><searchLink fieldCode="AR" term="%22Die+Chen%22">Die Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Yunhao+Jia%22">Yunhao Jia</searchLink><br /><searchLink fieldCode="AR" term="%22Ling+Wang%22">Ling Wang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 27
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1002/jcal.70260
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: AI-empowered chatbot has been widely and longitudinally applied in second language (L2) education, but few of them were applied in first language (L1) education. Chinese ancient Quatrains, containing high-density semantic information with minimalist word combinations, are the learning targets of the most advanced level of native language learning for Chinese pupils. Objectives: Designing and implementing AI-empowered chatbots to explore the efficacy of their application in L1 Quatrains' learning for young Chinese pupils. Samples: Four hundred and thirty four second-grade pupils from Qingtaishan Primary School participated in this training program, including 220 boys and 214 girls. Participants' average age was 8.2 years (SD = 0.47). Two hundred and eight of them were assigned to the experimental class while the remaining 226 pupils were assigned to the control group. Methods: A between-participants design was applied to 434 second-grade pupils from a primary school. AI-empowered chatbots were designed and developed with agents and a knowledge base to implement the pedagogical instructional designs. An ANOVA comparison was conducted between learners with and without the intervention, measuring their behavioural outcomes. Five-point Likert scales were used to collect learners' self-perceptions about the training, and interviews were conducted with teachers. Structural Equation Models (SEMs) were built to explore how the chatbots affected learners' learning outcomes. Results: Results showed that learners' sentence comprehension ability was significantly enhanced compared to their peers without intervention, but their ability to extract keywords from the Quatrains showed no superiority to their peers. SEMs based on learners' self-perceptions and their performance suggested that their positive attitude toward new technology had no causal relationship with their learning outcomes. Conclusions: We summarised the training's advantages and disadvantages based on a SWOT analysis; practitioner notes were made for policymakers, school leaders and L1 teachers seeking to integrate AI-supported chatbots in their classrooms. Moreover, by using interaction, constructiveness, and activeness of the learning activity to evaluate the gains of applying AI-empowered chatbots in L1 learning, drawbacks and limitations were further diagnosed to evolve instructional designs, which may lead to better application outcomes.
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        Value: 10.1002/jcal.70260
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      – Text: English
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