Prompting and Learning Workflows in GenAI-Assisted Language Learning: A Qualitative Analysis of Popular Chinese Social Media Posts
DOI:
https://doi.org/10.53103/cjlls.v6i3.285Keywords:
Generative AI, GENAI-Assisted Language Learning, Social Media, Language Education, Chinese Language LearnersAbstract
This study examined how popular Chinese social media posts portray GenAI-supported language learning practices. Drawing on Reflexive Thematic Analysis, the study analyzed publicly available posts and videos from three major Chinese social media platforms: RedNote, Bilibili, and TikTok (Chinese version). The findings suggest that GenAI-supported language learning is portrayed as a knowledge-dependent and context-sensitive process. Specifically, the posts frame prompting as requiring three broad forms of knowledge: knowledge about the learner and learning context, language-learning-related knowledge, and knowledge about interacting with GenAI systems. In addition, the findings show that social media posts portray GenAI-supported learning as multi-stage and multimodal, where learners organize AI support across interconnected learning activities while integrating multiple formats and platforms. Overall, this study contributes to understanding how GenAI-assisted language learning is represented in learner-facing social media content and offers implications for future pedagogical support in GenAI-assisted language education.
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