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Intelligent Learning Companions and Alienation: A Phenomenological Study of AI-Assisted Chinese Learning Experiences among Southeast Asian International Students

Author(s)

Ceng Gao1,2

Affiliation(s)

1Luoyang Institute of Science and Technology, Luoyang, Henan, China 2Yunnan Normal University, Kunming, Yunnan, China

Abstract

This study, based on phenomenological analysis, explores the subjective experiences of Southeast Asian international students from a university in Yunnan while using Artificial Intelligence (AI) tools to learn Chinese. Through in-depth interviews with five participants, the study reveals a core tension in their learning experiences: AI serves both as an "intelligent learning companion," providing learners with a low-anxiety, simulated teacher experience, and as a source of cultural alienation in some aspects. The research finds that, although AI tools provide significant assistance in language learning, their mechanical feedback often cannot replace the teacher's understanding of students' emotions and cultural backgrounds, leading to a sense of emotional and cultural void among learners. The results of the study suggest that future Chinese language education should emphasize a symbiotic relationship between humans and machines, fostering deep cultural and emotional interactions.

Keywords

AI-Assisted Learning; Phenomenological Analysis; Cultural Alienation; International Chinese Language Education

References

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