Mini-Symposium on AI-Mediated Language Learning at HKU
Kevin W. H. Tai (Prof.)
School of Foreign Languages
Southeast University
Institute for International Students
Nanjing University
Venue: Room 646, Meng Wah Complex, HKU
Time: 2:30–5:00 p.m. (HKT)
Professor (Research-Track), School of Foreign Languages, Southeast University
Advances in digital technologies have expanded opportunities for language learning beyond the classroom, making informal learning an increasingly visible part of second language (L2) development. More recently, the rapid development of generative artificial intelligence (AI) has begun to reshape these practices by enabling new forms of human–AI interaction, personalized feedback, and learner agency. This talk maps the emerging field of AI-mediated informal language learning (AI-ILL), broadly defined as learners’ self-directed and proactive use of AI technologies to support L2 development outside formal educational settings. It first situates AI-ILL within the broader development of informal digital language learning and examines how generative AI is changing the nature and affordances of informal learning. It then synthesizes current empirical knowledge about the factors shaping learners’ AI-ILL practices and their linguistic, affective, and cognitive outcomes. Finally, the presentation outlines key directions for future research, with particular attention to longitudinal inquiry, digital inequality, young learners, and greater theoretical and methodological diversity.
Assistant Professor, Institute for International Students, Nanjing University
Abstract:
Generative Artificial Intelligence (GenAI) is rapidly entering the everyday practices of Chinese language learning, offering learners immediate feedback and personalized support that were previously difficult to access. Yet these new possibilities also bring
uncertainty, as learners respond to AI in different ways and teachers face changing roles and professional demands. Against this backdrop, this talk examines how GenAI is reshaping international Chinese education from both learner and teacher perspectives.
It first presents an empirical study of GenAI-generated feedback in Chinese as a Second Language (CSL) writing. The findings showed improvements in learners’ writing confidence and performance, while revealing different emotional experiences across proficiency
levels, particularly greater stress, anxiety, and confusion among lower-proficiency learners. Moving from learners to teachers, the talk then presents a systematic review of GenAI-mediated teacher development in international Chinese language education, examining research
trends, thematic focuses, sample characteristics, and methodological paradigms. Together, the two studies reveal both the possibilities and complexities of GenAI for international Chinese language education and point to new directions for future research and
practice.
~ All are welcome ~
BA (Hons 1) (Newcastle, UK), MSc (Oxon), PhD (UCL), FHEA, FRSA
Assistant Professor of Language and Literacy Education
Co-Director, Centre for Advancement in Inclusive and Special Education
Faculty of Education
The University of Hong Kong
Honorary Research Fellow, UCL Institute of Education, University College London
Editor, The Language Learning Journal (Routledge)
Associate Editor, International Journal of Bilingual Education and Bilingualism (Routledge)
The World's Top 1% Scholar and HKU Scholar in the Top 1%, Clarivate Analytics, 2025
The World’s Top 2% Most-Cited Scientist (Languages and Linguistics), Stanford University, 2024 and 2025 (Elsevier)
Email (HKU): kevi...@hku.hk
Email (UCL): kevi...@ucl.ac.uk
Telephone: (852) 3917 6107
