作者：
Lim Chun Ling 林俊玲, Liu Yi Lei, Lily 刘艺蕾

中文题目：
通过人工智能游戏与聊天机器人提升小学生基础华文口语能力

英文题目：
Enhancing Foundational Chinese Oral Skills through AI-Enabled Games and Chatbots

简介：
Students in Foundation Chinese often face challenges in developing basic conversational skills, particularly in sustaining meaningful oral interaction. These challenges are further compounded by diverse learner profiles and varying levels of language readiness, highlighting the need for more targeted, differentiated, and responsive instructional approaches. This study presents a lesson design implemented with five Primary 5 Foundation Chinese students in a Singapore boys’ school. Video stimuli were incorporated to activate prior knowledge and provide contextual support, while oral tasks aligned with the video content facilitated meaningful spoken interaction and presentation. Student data were collected using the Five Dimensions of a Learner Profile (Powell & Kusuma-Powell, 2011) to inform differentiated instruction (DI), enabling the design of tiered tasks, scaffolds, and support strategies tailored to students’ readiness levels. AI-enabled tools within the Singapore Student Learning Space (SLS), including HTML5-embedded interactive games, were integrated to provide scaffolding and opportunities for personalised learning. These tools incorporated bilingual support, Hanyu Pinyin, audio support, and adaptive questioning to cater to students with varying levels of language proficiency. In addition, a chatbot developed using the Mizou platform was introduced to extend oral practice beyond the SLS environment. The chatbot was designed with differentiated prompts to support learners at different readiness levels. Together, these tools supported language production through structured prompts and automated feedback, complemented by self-assessment practices. Findings suggest that AI-enabled games and chatbots can enhance student engagement and support the development of oral language skills by providing immediate, targeted feedback and opportunities for repeated practice. However, their effectiveness depends on students’ ability to engage meaningfully with feedback, reflect on their learning, and apply strategies across different contexts. The study highlights the potential of combining AI tools with differentiated instruction to better support diverse learners in Foundation Chinese classrooms.

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