Unpacking Beliefs and Engagement in AI ‐Assisted Chinese Learning: A Latent Profile Analysis of Malaysian Chinese as a Foreign Language Learners

ABSTRACT Artificial intelligence (AI) has profoundly impacted education, yet its influence on Chinese language education remains underexplored. This study investigates the distinct latent profiles of Chinese as a foreign language learners in Malaysia regarding their beliefs and engagement in AI‐assisted Chinese learning. Using latent profile analysis, three profiles were identified: Enthusiastic but Limited Belief, Moderate Belief and Engagement, and Strong Belief and Engagement. Chi‐square analyses revealed significant demographic differences across these groups in gender, AI learning experience, AI learning frequency, and trust levels in AI tools. These findings provide insights into the diverse learner profiles in Malaysia and emphasise the importance of addressing the specific needs of each group to optimise their engagement in AI‐assisted Chinese learning environments.