人工智能时代印尼中文专业学习者学术突围研究

Stephanie Phanata, Ding Anqi

Abstract


Amid the rapid development of artificial intelligence (AI), digital literacy has become important in international Chinese language education, yet its role in Indonesian learners’ academic writing remains underexplored. This study aims to examine pathways for developing Chinese academic writing competence in the AI era and identify opportunities, challenges, and strategies for talent cultivation. Grounded in Constructivism and Human - AI Collaboration theory, the study conceptualizes learning as a process of knowledge construction through human–machine collaboration. Using literature review and theoretical analysis, case analysis, and questionnaire surveys, it evaluates an intelligent writing platform and a “dual-teacher” teaching model in Chinese academic writing courses at Indonesian universities. The findings show that AI can meaningfully improve writing efficiency, language organization, literature analysis, and structural composition. However, limited digital literacy and overreliance on technology may constrain learning depth. The study concludes that Chinese language education should integrate language instruction with intelligent literacy, strengthen teachers’ guidance, and promote human - AI collaboration.


Keywords


Artificial Intelligence; Academic Breakthrough; Chinese Language Research; Indonesian Chinese Learners; International Chinese Language Education

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DOI: https://doi.org/10.20961/maobi.v4i1.125221

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