Integrating Deductive and Inductive Grammar Teaching through AI-Generated Stories in Chinese as a Foreign Language Classroom

Abstract

Grammar instruction in Chinese as a Foreign Language (CFL) classroom often faces a persistent challenge: learners may demonstrate explicit rule knowledge yet struggle to apply grammatical structures during reading and communicative tasks. To address this challenge, this article proposes an approach that integrates deductive and inductive grammar teaching through AI-generated storytelling, in which target grammatical structures were embedded in AI-generated narratives with controlled frequency and meaningful context. The approach was implemented over 30 grammar lessons with 16 adult CFL learners. Instruction followed a four-step sequence: (1) exposure to AI-generated stories as input, (2) guided inductive noticing and rule formation through highlighting and discussion, (3) deductive clarification by the instructor, and (4) targeted practice activities designed to support application and transfer. AI-generated storytelling functioned as a pedagogical amplifier by providing dense, level-appropriate input while preserving teacher control over instructional design.