STUDENTS’ EVALUATION OF AI-INTEGRATED TPACK-BASED LISTENING - SPEAKING ACTIVITIES IN BEGINNER CHINESE
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DOI:
https://doi.org/10.34238/tnu-jst.14255Abstract
This study investigates students’ evaluations of instructional activities for elementary-level Chinese listening and speaking skills designed based on the TPACK framework, in which the technological component is implemented through artificial intelligence tools. A quantitative survey method was employed using a five-point Likert-scale questionnaire administered to 100 students after their participation in learning activities designed according to the proposed model. The collected data were analyzed using descriptive statistical methods to examine students’ evaluations of the appropriateness of lesson content, the organization of learning activities, and the supporting role of artificial intelligence tools in the learning process. The results indicate that students tend to provide positive evaluations across the examined aspects, reflecting a relatively high level of acceptance of the application of the TPACK framework in teaching elementary-level Chinese listening and speaking skills. On this basis, the study provides practical evidence for considering the suitability and feasibility of the TPACK framework in teaching Chinese listening and speaking skills at the tertiary level.Downloads
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