AI-Augmented Intercultural Pedagogy: A Technological Empowerment Model for English Teacher Development in China

Xu Jing(1.Lanzhou Vocational Technology College 2.Sultan Idris Education University)
M.N. Md Zabit(Sultan Idris Education University)
Li Yi Jia(Sultan Idris Education University)

Abstract

As globalization accelerates and artificial intelligence (AI) technologies advance, intercultural teaching competence has become increasingly vital for English educators' professional growth. Drawing on Bourdieu's cultural capital framework and Vygotsky's sociocultural learning theory, this research examines how AI-enhanced tools can expand teachers' capabilities in multicultural educational environments while creating novel professional development trajectories.

 

Utilizing a mixed-methods design that integrates systematic literature review with cross-institutional case studies from 12 educational settings, this investigation presents a three-dimensional "AI-Enhanced Intercultural Teaching Model" focusing on: (1) cognitive development through customized generation of culturally relevant pedagogical materials, (2) practical skill-building via immersive platforms for contextual intercultural practice, and (3) affective awareness employing biofeedback-informed reflection techniques to identify unconscious biases.

 

Structural equation modeling analysis of data collected from 356 educators revealed substantial direct effects of AI implementation on intercultural teaching capacity (β = 0.72, p < 0.01) and mediated enhancements in student learning outcomes through improved instructional effectiveness (indirect β = 0.35, p < 0.05). The study proposes the INTERCULTURAL CONNECTOR framework (Integrated Network for Teaching Enhanced by Responsive Cultural Understanding Through AI Resources), presenting practical approaches for harmonizing AI-supported pedagogy with contemporary global competencies, ethical guidelines for culturally sensitive AI deployment, and adaptable solutions for international virtual collaboration training.

 

These outcomes reconceptualize teacher autonomy within technology-infused education, equipping educational institutions with empirically grounded methods for nurturing culturally proficient global educators.

Keywords

Artificial intelligence, intercultural teaching competence, English language educators, professional development, China, technological empowerment

References

Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. The Modern Language Journal, 98(1), 296-311.

Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). Greenwood Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Chapelle, C. A. (2020). The handbook of technology and second language teaching and learning. Wiley Blackwell.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(1), 1-27.

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education.

Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). Two Decades of Artificial Intelligence in Education: Contributors, Collaborations, Research Topics, Challenges, and Future Directions. Educational Technology & Society, 25(1), 28-47.

Zhang, J., & Liu, B. (2023). Analysis of the current situation and countermeasures of AI applications in university English teaching. English Teacher, 15(6), 20-23.

DeWitt, D., Chan, S. F., & Loban, R. (2022). Virtual reality for developing intercultural communication competence in Mandarin as a Foreign language. Educational technology research and development, 70(2), 615-638.

Li, Q., Liu, Q., Jiang, M., & Wang, R. (2024). Virtual reality as a bridge: enhancing intercultural learning and communication skills among international students. International Communication of Chinese Culture, 11(3), 385-411.

Deardorff, D. K. (2020). Manual for developing intercultural competencies: Story circles. UNESCO.

UNESCO. (2021). AI and education: Guidance for policy-makers. UNESCO Publishing.

Tang, K. Y., Hsiao, C. H., Tu, Y. F., Hwang, G. J., & Wang, Y. (2021). Factors influencing university teachers' use of a mobile technology-enhanced teaching (MTT) platform. Educational Technology Research and Development, 69(4), 2705-2728.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.

Byram, M. (2020). Teaching and assessing intercultural communicative competence (2nd ed.). Multilingual Matters.

DOI: http://dx.doi.org/10.12345/jetm.v10i1.34664