The New ABCs of Learning: AI, Blended Learning and Cultural Adaptation in Chinese Higher Education

The teaching by foreign teachers in English language to students in China has seen increased prominence, largely tied to stronger ASEAN-China relations. This study evaluated innovative teaching strategies — blended learning and gamification — at Jilin International Studies University (JISU) and comparable institutions. Using a survey of 250 students, we examined the impact of these approaches on language proficiency gain, with learning satisfaction and cultural adaptation as mediating variables. Our findings revealed that blended learning and gamification significantly improve language proficiency, with learning satisfaction and cultural adaptation playing crucial mediating roles. Specifically, our results showed that blended learning (β = 0.31, p < 0.01) and gamification (β = 0.39, p < 0.01) positively affected language proficiency gain. Moreover, learning satisfaction (indirect effect = 0.11, p < 0.05) and cultural adaptation (indirect effect = 0.15, p < 0.05) mediated the relationships between these pedagogical approaches and language proficiency gain. The results provide policy recommendations for optimizing foreign language programs, including integrating comprehensive cultural modules and advanced AI chatbots for practical language practice.