In recent years, with the continuous advancement of technological sophistication and deeper policy orientations, an increasing number of technologies have been applied in the field of education. At the same time, the strengthening of China’s national power has attracted more and more foreign students to study in China, leading to rapid development in the field of international Chinese education. The human-robot collaborative mode has attracted attention in teaching classrooms, but research on its application in Chinese language classrooms for international students remains scarce. This paper establishes a new teaching model for the application of human-robot collaboration in Chinese language classrooms for international students. Using a quasi-experimental research method, it compares the changes in listening, speaking, reading, writing, and translation abilities of international students after adopting the human-robot collaborative teaching method, thereby providing empirical evidence for the feasibility of the model. The experiment demonstrates that the human-robot collaborative teaching method significantly improves the basic language skills of listening, speaking, reading, and writing for international students, but there is no significant improvement in the short term for translation, which represents a higher-level language skill. Therefore, this model is beneficial for beginner-level international students learning Chinese, and teachers can promote its application in teaching practice to enhance teaching and learning efficiency.