Incorporating Robotics and Artificial Intelligence ( AI ) Into Teaching Chinese as a Second Language in Higher Education: Unveiling the Potential Challenges and Opportunities

ABSTRACT The use of cutting‐edge technologies like artificial intelligence (AI) and robotics in language education has recently captured the attention of many scholars across the world. However, the potential and challenges of incorporating such technologies in Chinese as a second language (CSL) at the higher education level have been widely overlooked in the literature. Most of the studies in this area revolve around the English language. To address the gaps, this study adopted a qualitative study through a semi‐structured interview, held in English, with a sample of 42 higher education Chinese teachers teaching CSL. The results of thematic analysis demonstrated that incorporating AI and robotics in CSL classes had been beneficial for ‘reducing teachers’ workload and burden’, ‘diversifying teaching resources and materials’, ‘personalizing and aligning teaching to students' needs and interests’ and ‘increasing teachers’ teaching efficacy’. Moreover, it was found that using these technologies produces some challenges for CSL teachers because they need ‘teacher training’ and ‘financial support and infrastructures' and reduces CSL students’ ‘creativity and critical thinking’ and ‘interpersonal communication and interaction’. The findings are discussed and implications at the theoretical and practical levels are presented to increase CSL teachers’ knowledge and skills pertaining to AI and robot‐mediated language education in light of educational technology frameworks. Moreover, actionable recommendations for CSL professional development, policy enactment and resource allocation in technology‐enhanced classrooms are provided.