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.
Keywords: GenAI intervention, English teaching, intercultural competence, Model United Nations course, primary education
Suggested Citation:
Liu, X., & Zhang, D. (2025). From language practice to global perspective: A GenAI-supported model United Nations course for developing intercultural competence in primary EFL learners. Applied Language Sciences, 1, 250103. https://doi.org/10.65553/ALS.250103
Author Biographies
Xiaolong Liu is an Postgraduate Student and the Chairman of the Student Union at the College of International Studies, Shenzhen University. He obtained his BA in English Teaching from Shenzhen University and was recommended to continue to earn his MA in Foreign Language and Literature. Xiaolong has presented his newest research paper in three high-level conferences held by Fudan University, Beijing Foreign Studies University, Sun Yat-sen University and Huazhong University of Science and Technology respectively and won wide recognition. He has published his work in International Journal of TESOL Studies (SCOPUS indexed). His research interests include technology-enhanced language learning, teacher development and teaching English to high school students.
E-mail: 393186359@qq.com
ORCID: 0009-0000-3266-1928
Danyang Zhang is an Associate Professor and Associate Dean at the College of International Studies, Shenzhen University. She obtained her PhD in Education from the University of Cambridge and holds two master’s degrees from the Institute of Education, University College London. Danyang has published her work in numerous SSCI journals, including System, Applied Linguistics, Computer Assisted Language Learning, and Language Teaching Research. She currently serves as a journal reviewer for ReCALL, Language Learning & Technology, Virtual Reality, and Interactive Learning Environments. Her research interests include second language vocabulary acquisition, technology-enhanced language learning, and teacher development.
E-mail: danyangzhang@szu.edu.cn
ORCID: 0000-0003-2514-9488
