Generative AI in Academic Chinese Writing for Native speakers: A Case Study of ChatGPT and Ernie Bot

Abstract

With the rise of Generative Artificial Intelligence (GenAI), academic writing has undergone significant changes, prompting educators to adapt their teaching methods. This qualitative case study explores the integration of GenAI in academic Chinese writing education for native Chinese speakers within the context of Hong Kong universities. Through systematic evaluation of ChatGPT 3.5 and Ernie Bot 3.5 across academic writing tasks from a Chinese communication skills course, this study examines how GenAI tools can help students enhance their academic writing skills. GenAI performance is evaluated across content, structure, and language use in academic Chinese writing. Findings indicate that while GenAI can generate outlines and ideas, provide structural suggestions, and enhance language fluency, it faces limitations including inability to detect logical coherence across longer texts, unreliable citation validation, and unidentified modifications in revised texts.  The findings show GenAI works effectively as a complement to classroom instruction when students engage in critical evaluation. Drawing on the distinction between explicit and implicit knowledge in language learning, this study discusses pedagogical strategies for integrating GenAI into the teaching and learning of academic Chinese writing and offers insights for future research.