Enhancing Chinese language teaching proficiency in primary schools: The role of AI driven personalized learning

Ruoyang Wang (), Supot Rattanapun (), Rawi Buaduang (), Alan Rober White () and Tubagus Darodjat ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 6, 2853-2863

Abstract: This study examines how AI-driven personalized learning improves the Chinese language proficiency of primary school students in Shenzhen, China. Through a mixed-method study involving 378 participants from 10 schools, the study showed that there was a statistically significant improvement (p<0.01) in language achievement, especially for lower achiever and non-native Mandarin speakers. The results showed a positive trend: the mean value of artificial intelligence application (AU) was 3.777 (SD 1.182), the mean value of personalized learning (PL) was 3.769 (SD 1.146), and the mean value of language ability improvement (CLI) was 3.794 (SD 1.165). The impact on variable shown that: 1) Personalized learning has a positive impact on the improvement of Chinese proficiency (β = 0.817, R2 = 0.668) indicated that personalized learning significantly improved the language learning effect. 2) AI utilization has a positive impact on improvement of Chinese proficiency (β = 0.762, R2 = 0.580). The results showed that the use of artificial intelligence was significant for Chinese learning, and regression weight (0.762) and statistical significance (p < 0.001). These findings highlight the effectiveness of customized instruction and AI-assisted learning in improving language education outcomes. 3) AI utilization has a positive impact on Personalized Teaching. (β =0.803, R2 =0.644). In line with Sustainable Development Goals of Quality education) and Reducing inequalities, the study provides a scalable model for linguistically diverse urban schools. The findings demonstrate that AI personalization can simultaneously improve academic performance and bridge learning gaps, advocating balanced technology adoption and complementing humanist pedagogy. These findings have important implications for Chinese wisdom education policies in society and similar technology-involved regions around the world.

Keywords: AI utilization; Chinese language teaching proficiency; Personalized learning; Primary Schools. (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://ijirss.com/index.php/ijirss/article/view/10220/2383 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:aac:ijirss:v:8:y:2025:i:6:p:2853-2863:id:10220

Access Statistics for this article

International Journal of Innovative Research and Scientific Studies is currently edited by Natalie Jean

More articles in International Journal of Innovative Research and Scientific Studies from Innovative Research Publishing
Bibliographic data for series maintained by Natalie Jean ().