Integrating Generative AI in Advanced Chinese L2 Translation: A Study on Student Engagement and Teacher Perceptions in a Danish Context

Situated in Denmark, a digitally advanced society, this study investigates the use of generative AI (ChatGPT) in advanced-level translation from Danish (source language) to Chinese (target language) in higher education. The study assesses both student interactions with AI-generated outputs and teacher perceptions of these interactions. Through an analysis of translation assignments and survey responses from 37 students and 4 instructors at a Danish university, findings reveal that students with advanced language proficiency critically engage with AI-generated translations. Under instructors’ guidance, students compare AI outputs with their own and other machine translations, identifying linguistic nuances and textual variations. Findings reveal diverse teacher attitudes toward AI integration in Chinese L2 instruction, ranging from enthusiasm to caution. Additionally, the findings show that AI tools are especially suitable for advanced learners of L2, whose higher proficiency level enables them to critically reflect on the AI-generated texts. Finally, we conclude that integrating AI into advanced Chinese L2 has valuable implications for Chinese L2 pedagogy, and teacher preparation, contributing to discussion on AI integration in foreign language education.