Understanding the Use of Language Technologies by EMI Chinese Speaking Learners in Higher Education

Details

Supervisors

Lefer, Marie-Aude ; Degrave, Pauline

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en communication multilingue, à finalité spécialisée: langues des affaires

Abstract

enThis thesis explores how Chinese-speaking learners at the University of Catholic Louvain use various language technologies in English- and French-taught courses (EMI and FMI). The target is to identify the tools they use (e.g., generative AI, machine translation, dictionaries, subtitles, MOOCs, streaming platforms) and how their use varies across course languages, disciplines, and cultural contexts. Through semi-structured interviews with 20 students from social sciences (both linguistic and non-linguistic) and technological sciences, the paper examined the tools learners use (e.g., machine translation, generative AI, transcription apps, streaming platforms), the contexts in which they integrate these tools, and how their use varies by language of instruction, academic field, and geographic context (mainland China vs. Taiwan). Results revealed that generative AI (particularly ChatGPT) and machine translation were the most widely adopted technologies for both receptive (reading, listening) and productive (writing, speaking) tasks among the Chinese-speaking students in UCLouvain, while the use of traditional technologies such as online dictionaries declined. The findings suggested that technology choices were shaped by learners’ cultural digital habits and would be adopted according to the level of self-efficacy. While these tools can enhance comprehension, engagement, and confidence, participants expressed concerns about over-reliance and ethical boundaries. In summary, Chinese-speaking students at UCLouvain incorporate language tech extensively but strategically. They often apply critical judgments, for example, proofreading machine translations results instead of copying them. Educators should thus support students’ AI literacy and clarify policies to help them use technology properly and responsibly.