Exploring the potential of AI-supported instructional design and multimodal communication to promote a paradigm shift in Chinese language education

This study addresses a crucial issue in Chinese language education in Japanese universities, emphasizing the need to innovate from traditional teaching paradigm towards technology-enhanced approaches. By integrating AI-supported instructional designs grounded in Task-Based Language Teaching (TBLT) principles, the study aims to enhance the learning experience for novice Chinese learners. The incorporation of AI and ICT tools such as online whiteboards, ChatGPT for dialogue writing and translation, automatic speech synthesis tools for pronunciation practice, and video editing applications demonstrates a forward-thinking approach to language education. These tools not only facilitate language learning but also promote intercultural understanding and practical application of language skills, particularly within the context of the tourism industry. The utilization of learner perspective surveys, peer assessments, and teacher observations for course evaluation provides a comprehensive understanding of the effectiveness of the instructional designs. The production of nine tourism promotion videos with Chinese subtitles and synthetic voices further illustrates the practical outcomes of the course. One notable finding is the ability of novice learners to self-regulate their extracurricular collaborative learning activities using AI and ICT tools, highlighting the potential of technology to compensate for deficiencies in language skills. However, the study also identifies future challenges, including the need for more detailed peer evaluation rubrics, authentic user assessments, and further investigations into perceptions of learning effectiveness and efficiency improvements. Overall, this study contributes valuable insights into the integration of AI and ICT tools in language education and underscores the importance of adopting innovative pedagogical approaches to meet the evolving needs of language learners in diverse educational contexts.