Artificial Intelligence-Assisted Chinese L2 Writing: An Empirical Study on Educational Sustainability in Africa

Lishen Yu^1* , Qingqing Kong²  & Hongyan Hao^3
1 Doctoral candidate, Macau University of Science and Technology. *Corresponding author.
²Lecturer, University of Cape Verde.
³Professor, Guangdong University of Foreign Studies.

^{Rupkatha Journal, Vol. 16, Issue 2, 2024. https://doi.org/10.21659/rupkatha.v16n2.01
Full-Text PDF Issue Access}

Abstract
This study investigates the impact of ChatGPT on Chinese L2 writing proficiency among African students, aligning with the Sustainable Development Goals (SDGs) for quality education and reduced inequalities. Employing a mixed-methods approach, the research involved 46 participants to quantitatively assess improvements in syntactic and lexical complexity, accuracy, and fluency. Qualitative insights were garnered through semi-structured interviews, revealing positive perceptions of ChatGPT in enhancing writing skills, yet highlighting challenges like technological access and economic constraints. The findings suggest that while ChatGPT effectively enhances Chinese L2 proficiency, its integration in African educational contexts requires addressing infrastructural and pedagogical barriers. This study contributes to the discourse on Artificial Intelligence in language education and its role in advancing African sustainable educational practices.

Keywords: Artificial Intelligence, Chinese L2 Writing, Educational Sustainability, Africa, CAF.