Abstract

This study examines AI usage, perceived benefits, risk awareness, and signs of AI dependence in Chinese language learning among 112 Chinese Language majors at Hong Bang International University. Data were collected using a questionnaire and analyzed with R software. The findings indicate that AI was used frequently, primarily for translation, reading comprehension, and writing. Students positively evaluated the benefits of AI (M = 3.593) and demonstrated clear awareness of its limitations, associated risks, and the need to verify AI-generated information (M = 3.944). However, their actual verification practices did not correspond to this level of awareness. AI dependence was significantly higher than the neutral midpoint (M = 3.305, p < 0.001), particularly in reading comprehension, translation, sentence construction, and error correction. These findings highlight the need to strengthen students’ self-regulated learning competence, adopt process-oriented assessment, and establish clear guidelines for using AI in teaching and learning.

Keywords: Artificial intelligence, dependence on AI, perceived benefits, Vietnamese students.