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Abstract
With the integration of generative Artificial Intelligence (GenAI) into education, exploring its role in enhancing students’ intercultural competence within language teaching has become a critical research focus. This study employs a qualitative research method to investigate the impact of a GenAI intervention on 38 primary school students (aged 10-12) enrolled in a Model United Nations (MUN) course at a public primary school in Southeast China. Over the course of six weeks, GenAI was integrated into information collection, document editing, and English oral practice, where all materials were exclusively in English. Qualitative data from student reflection journals (RJs) and assignment outputs were analyzed. Results indicate that GenAI-based MUN intervention significantly improved students’ cultural knowledge, skills and attitudes. However, challenges such as potential over-reliance on GenAI and uneven skill development were identified. This study provides practical insights for optimizing GenAI-based teaching methods to foster students’ intercultural competence in primary English language education.
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Copyright (c) 2025 Xiaolong Liu, Danyang Zhang (Author)