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Generative AI Empowering Chinese Language Teaching in Vietnam: Current Applications, Empirical Investigations, and Practical Pathways

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The iterative upgrading of generative artificial intelligence (AI) has profoundly reshaped the pedagogical forms and developmental models of international Chinese language education. As a core country for Chinese learning in Southeast Asia, Vietnam witnesses robust and growing demands for Chinese language education, yet it has long confronted structural dilemmas including insufficient teacher supply, inadequate localized teaching resources, and difficulties in implementing personalized instruction. To explore the adaptability and practical value of AI technology in Vietnamese Chinese teaching, this study adopts a mixed‑method research design. Based on questionnaires, semi‑structured interviews, and an eight‑week classroom action research involving 221 teachers and learners from universities, primary and secondary schools, and training institutions in Hanoi and Ho Chi Minh City, this paper systematically examines the application scenarios, practical effects, and localized challenges of generative AI in local Chinese pedagogy. The results indicate that generative AI functions as an effective digital pedagogical scaffold, alleviating shortages of teaching resources and professional teachers, reducing learners’ foreign language anxiety, and improving the efficiency of basic linguistic training. Nevertheless, current applications are constrained by insufficient Vietnamese‑Chinese bilingual corpus adaptation, inadequate teachers’ AI pedagogical literacy, learners’ technological dependence, and prominent regional digital divides. Grounded on the Technology Acceptance Model (TAM) and sociocultural constructivist theory, this study constructs a teacher‑led and AI‑assisted collaborative teaching paradigm and proposes targeted optimization pathways from four dimensions: localized resource development, teacher competency cultivation, classroom procedure reconstruction, and learner media literacy enhancement. This research fills the empirical research gap regarding intelligent Chinese language education in Vietnam and provides practical implications for the digital transformation of Chinese language education in ASEAN countries.

The Role of Korean Syntax in Sentence Structure and Affixation Errors in Indonesian: A Study on Negative Transfer

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This study investigates the syntactic and morphological errors made by Korean learners of Indonesian, focusing on word order, passive sentence construction, affixation, and subject omission errors. The findings indicate that these errors primarily result from negative transfer, where learners apply Korean grammatical structures to Indonesian, leading to systematic mistakes. A major challenge is word order errors, as Korean follows a Subject-Object-Verb (SOV) or Subject-Adverbial-Object-Verb (S-Adv-O-V) structure, whereas Indonesian adheres to a fixed Subject-Verb-Object (SVO) order. This difference leads learners to misplace objects and adverbial phrases, producing unnatural sentences. Another frequent issue is passive sentence construction errors. Korean learners often place the agent before the passive verb, mirroring Korean syntax, resulting in incorrect structures like “Surat ini dia dikirimkan kepada guru” instead of “Surat ini dikirimkan kepada guru oleh dia.” Affixation errors also arise due to differences in morphological structure. Korean learners incorrectly apply “-kan” to intransitive verbs or overuse repetition, influenced by Korean verb formation patterns. Subject omission is another common mistake. Korean frequently omits pronouns when understood from context, while Indonesian requires explicit subject pronouns. This results in incomplete sentences like “Pergi ke sekolah” instead of “Saya pergi ke sekolah.” These findings align with Selinker’s (1972) Interlanguage Theory, which explains how second-language learners create a transitional linguistic system influenced by their first language. To minimize these errors, Indonesian language instruction for Korean learners should emphasize contrastive grammar analysis, focusing on sentence structure, passive voice usage, affixation rules, and subject placement. Explicit instruction and targeted exercises can help learners develop greater grammatical accuracy and fluency in Indonesian.