Artificial intelligence (AI) is being used in every sector of society, including education. There is a surge in learning Chinese among foreign learners. However, due to the complex features of the Chinese language, international Chinese language teachers are facing difficulties in terms of teaching strategies and learning outcomes. In such a context, the study intends to identify the strengths, weaknesses, opportunities, and threats associated with AI integration in Chinese language teaching and to examine the perceptions of teachers about this AI implementation in Chinese language teaching from their personal experiences. A qualitative research design using semi-structured interviews has been carried out on 15 Chinese language teachers. Purposive and snowball sampling has been employed. The multi-dimensional findings of the study have been explained and classified under ‘Strengths’, ‘Weaknesses’, ‘Opportunities’, ‘Threats’, ‘Perceived Utility', and ‘Perceived Ease of Use’. The insights from the study will help to develop AI-mediated technologies for foreign language learning and guide the teachers to implement them in the best possible way to get maximum learning outcomes.
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