Mediación de la inteligencia artificial en el aprendizaje de la gramática china: uso, percepciones y fiabilidad en estudiantes universitarios

Xiaoling Wang; Aurora Centellas Rodrigo

doi:10.51302/tce.2026.25131

Authors

Xiaoling Wang Assistant professor in the Area of East Asian Studies at the Universidad Complutense de Madrid (Spain) https://orcid.org/0009-0005-5513-3454
Aurora Centellas Rodrigo Director of the Chair at the Instituto Superior de Estudios Lingüísticos y Traducción (ISTRAD) (Sevilla, Spain) https://orcid.org/0000-0002-5522-1308

DOI:

https://doi.org/10.51302/tce.2026.25131

Keywords:

artificial intelligence (AI) in language learning, Chinese grammar, pedagogical mediation, sociocultural theory, critical agency, algorithmic reliability, generative language models, DeepSeek, ChatGPT

Abstract

This study examines the mediation of artificial intelligence (AI) in the learning of Chinese grammar by Spanish-speaking university students (n = 26), combining an analysis of their AI-assisted grammatical analysis tasks (scripts) with their self-reported perceptions through a questionnaire. Based on a mixed-methods design, the research analyzed 19 AI-assisted scripts and the responses to a 23-item questionnaire (including Likert scales, multiple-choice questions, and open-ended items), with the aim of exploring grammatical accuracy, learners' critical agency (that is, their ability to autonomously evaluate, question, and verify the responses generated by AI), and the perceived reliability of two models (ChatGPT and DeepSeek). Findings reveal a pedagogical paradox: although students display a strong critical stance toward AI, such awareness does not consistently translate into an effective detection of grammatical errors. Results also show a predominantly static use of the tool, which limits its dialogic potential as a mediator within the zone of proximal development. The comparison between models among those who used both systems indicates a clear preference for DeepSeek in terms of perceived accuracy and usefulness, highlighting the importance of training corpora for typologically distant languages. Overall, AI emerges as a complementary form of scaffolding that requires teacher mediation to ensure rigorous learning and to prevent the uncritical adoption of algorithmic errors.

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Author Biographies

Xiaoling Wang, Assistant professor in the Area of East Asian Studies at the Universidad Complutense de Madrid (Spain)

Profesora de lengua china y gramática contrastiva chino-español. Doctora por el Departamento de Lengua Española de la Facultad de Ciencias de la Información de la Universidad Complutense de Madrid. Posee dos másteres: uno en Enseñanza del Chino como Lengua Extranjera y otro en Periodismo. Sus principales líneas de investigación incluyen la gramática del chino, la didáctica del chino para hispanohablantes y el uso de tecnología educativa. Es miembro del grupo de investigación GISEC-UCM y colabora en el título de Experto en Traducción Chino-Español de la Universidad Complutense de Madrid.

Aurora Centellas Rodrigo, Director of the Chair at the Instituto Superior de Estudios Lingüísticos y Traducción (ISTRAD) (Sevilla, Spain)

Doctora en Lengua Española y sus Literaturas por la Universidad Complutense de Madrid (España). Dirige la Cátedra ISTRAD y coordina el Máster Universitario en la Enseñanza del Español como Lengua Extranjera (ELE). Participa en proyectos de política lingüística (Conferencia de Rectores de las Universidades Españolas [CRUE]) e innovación digital. Autora de numerosos materiales didácticos de ELE en diversos formatos, fue galardonada en EXPOELEARNING 2024 por su pionero proyecto de enseñanza mediante Telegram, consolidándose como referente en tecnopedagogía.

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