Exploring the Impact of Generative Artificial Intelligence on Chinese Language Acquisition in Tanzania

Abstract

The growing global influence of China has elevated the importance of Mandarin Chinese proficiency in Tanzania, driven by deepening economic and cultural ties under initiatives like the Belt and Road Initiative. However, Tanzanian learners, primarily Swahili speakers, face significant challenges in acquiring Chinese due to its tonal phonology, logographic script, and cultural nuances, compounded by resource constraints and limited access to qualified instructors. This study explores the role of generative artificial intelligence (AI) tools, such as ChatGPT, DeepSeek and voice-activated chatbots, in addressing these challenges and enhancing Chinese language acquisition among Tanzanian  students. Employing a mixed-methods approach, including surveys, interviews, and experimental interventions, the research examines how students use AI tools, their perceived benefits and limitations, and their impact on language proficiency, motivation, and learner autonomy. Findings reveal that AI facilitates personalized learning, improves tonal accuracy, and enhances engagement through culturally contextualized materials, such as Tanzanian proverbs integrated into exercises. However, challenges like unreliable internet access, algorithmic biases, and the risk of over-reliance on AI persist. The study underscores the need for culturally tailored AI tools, improved digital infrastructure, and ethical considerations to ensure equitable implementation. By leveraging the TPACK framework, this research highlights generative AI’s potential to bridge linguistic and cultural gaps, offering scalable solutions for Chinese language education in Tanzania while advocating for balanced integration with traditional pedagogy.