Abstract

This paper proposes a conceptual model for integrating ChatGPT into Chinese grammar instruction, structured around teacher guidance, ChatGPT assistance, and learner verification. A descriptive survey design combined with content analysis of open-ended responses was employed, drawing on a main dataset (N = 295) and a supplementary dataset (N = 28) from Vietnamese learners of Chinese. Findings indicate that learners rated the teacher's role higher than AI, particularly in in-depth explanation, error diagnosis, learner-adaptive adjustment, and emotional support, while AI was valued for rapid feedback, example generation, and after-class practice. Based on these findings, a four-component conceptual model is proposed comprising teacher guidance, ChatGPT assistance, learner verification consciousness, and task fit.

Keywords: ChatGPT; Chinese grammar; teacher role; human-machine collaboration.