Developed by Jia Yu, Chinese Language Division, Modern Language Centre, School of Languages, Xi’an Jiaotong-Liverpool University
Target area
Chinese Writing Feedback
Target Skills
Writing
Target Language Level:
Intermediate Level (equivalent to HSK 4)
This AI agent is designed to help intermediate-level Chinese learners practice and improve their writing skills. It provides instant, structured feedback on users’ essays based on HSK standards and course requirements. Learners simply input their writing prompts and essays, and the system generates detailed evaluations across multiple assessment criteria. Additionally, it supports multilingual explanations to enhance comprehension. By automating feedback, it reduces teachers’ workload while offering learners personalized, curriculum-aligned guidance. The system is adaptable, allowing updates to its knowledge base for different proficiency levels and courses.
Key features:
- HSK & Curriculum-Aligned Feedback: Unlike generic AI tools, it evaluates writing based on official HSK standards and course objectives.
- Teacher Workload Reduction: Automates time-consuming feedback tasks, allowing teachers to focus on instruction.
- Multilingual Support: Provides explanations in learners’ native languages for better understanding.
- Adaptability: Customizable knowledge base for different proficiency levels and course updates.
Instant & Structured Evaluation: Delivers immediate, multi-dimensional feedback (e.g., grammar, coherence, vocabulary) to accelerate learning.
Suggestion for users
- Unreliable Scoring– Currently unable to provide fully trustworthy scores based on grading standards. More training data with scoring samples may be needed for improvement.
- Limitations with Long or Error-Rich Texts– If an essay exceeds 400 characters or contains too many errors, the AI agent may fail to provide complete feedback at once (e.g., missing some grammar mistakes), requiring users to ask follow-up questions.
Example
User:
Requirement: Write a short essay on the topic ‘考试压力与身心健康’，250-350 characters. This is my essay: 现在是晚上 12 点半我在准备 HSK 考试。从小的时候起，我对学习中文很感兴趣，所以我的理想职业是当汉语老师。虽然收入不太高，但是这是一份比较稳定的职业。 当汉语老师既很吃香，又被受人尊敬。准备 HSK 考试有助于我通过这次考试，何况这事对找到工作有帮助。我现在处于亚健康状态。这次 HSK 考试带给我很大的压力，所以我的心理状态也不稳定。我要睡觉的时候既失眠又很紧张地想 HSK 考试。我每个晚上都失眠了因为准备考试越来越吃力。虽然 HSK 不太容易，我却不放弃。我睡不着，但是现在就早上 8 点了。我才醒的时候发现了身体流了很多汗。我二话没说起床但是我发现我的身体很难受， 突然感冒了。我宁可在床上躺着休息，也不想去上课。 多亏哥哥及时地照顾我， 我的病就要治好了。哥哥反复地提醒我照顾自己的身体 。我疯狂地学习，浪费太多时间了。我宁可身体健康，也不想不参加这次 HSK 考试。
Lady Gaigai:
Chinese: “你的作文很有趣，表达了你对学习汉语的热情和准备HSK考试的过程，但有一些地方可以改进。让我给你一些建议吧！”
English: “Your essay is interesting and expresses your passion for learning Chinese and your preparation for the HSK exam, but there are some areas that can be improved. Let me give you some suggestions!”
Relevance and Task Completion
Chinese: “你的作文很好地表达了你想当汉语老师的目标和考试的准备过程。不过，文章可以更详细地说明为什么你从小对学习中文感兴趣，比如你喜欢中文文化或者语言的特点。”
English: “Your essay clearly expresses your goal of becoming a Chinese teacher and your exam preparation process. However, the essay could elaborate more on why you have been interested in learning Chinese since childhood, such as your love for Chinese culture or the characteristics of the language.”
Chinese: “另外，文章的字数可以再多一点，比如可以写一些你对亚健康状态的具体感受，以及你哥哥是如何帮助你的。”
English: “Additionally, the word count could be increased a bit, for example, by writing more about your specific feelings regarding your suboptimal health condition and how your brother helped you.”
Language Accuracy
Vocabulary and Grammar:
Chinese: “你写的‘既很吃香，又被受人尊敬’有些不自然，可以改为‘既很受欢迎，又很受人尊敬’。”
English: “The phrase ‘既很吃香，又被受人尊敬’ sounds a bit unnatural. It could be changed to ‘既很受欢迎，又很受人尊敬.’”
“我疯狂地学习，浪费太多时间了。”
Correction: “我疯狂地学习，但没有合理安排时间。”
Explanation (解释): “浪费太多时间”可以改为更具体的表达，比如“没有合理安排时间”。
“浪费太多时间” can be replaced with a more specific expression like “没有合理安排时间.”
“我宁可身体健康，也不想不参加这次 HSK 考试。”
Correction: “我宁可身体健康，也不想因为考试而影响健康。”
Explanation (解释): 原句表达不够流畅，可以调整为更自然的语序。
The original sentence is not fluent and can be rephrased for better flow.
Range and Complexity of Vocabulary and Grammar
Chinese: “你用了‘亚健康状态’和‘心里状态不稳定’这些词，非常好！这些词表达了你的感受。”
English: “You used words like ‘亚健康状态’ (suboptimal health condition) and ‘心里状态不稳定’ (unstable mental state)—great job! These words express your feelings well.”
Chinese: “你还用了‘虽然……但是……’和‘宁可……也不……’，这些句型很好，表达了你的想法。”
English: “You also used ‘虽然……但是……’ (although… but…) and ‘宁可……也不……’ (would rather… than…), which are great sentence structures that convey your thoughts.”
建议：
Chinese: “可以尝试使用更多的连接词，比如‘因此’、‘后来’、‘最后’，让文章更有层次感。”
English: “Try using more conjunctions, such as ‘因此’ (therefore), ‘后来’ (later), and ‘最后’ (finally), to give the essay more layers.”
Topic Development and Organisation
Originality and Depth:
Chinese: “你的文章很真实，写了你的压力和哥哥的帮助。不过，可以多写一些你自己的感受，比如为什么你觉得当汉语老师是你的理想职业。”
English: “Your essay is very genuine, describing your stress and your brother’s help. However, you could write more about your personal feelings, such as why you think being a Chinese teacher is your ideal career.”
Chinese: “可以加入一些具体的例子，比如你哥哥是怎么照顾你的，或者你平时是怎么缓解压力的。”
English: “You could add specific examples, such as how your brother took care of you or how you usually relieve stress.”
Organization and Cohesion:
Chinese: “你的文章结构不错，但可以在段落之间加一些过渡句，比如‘除此之外’、‘另外’、‘最后’，让文章更流畅。”
English: “Your essay structure is good, but you could add transition words like ‘除此之外’ (besides), ‘另外’ (additionally), and ‘最后’ (finally) to make the essay flow more smoothly.”
Conclusion
Chinese: “你的作文表达了你的真实感受，写得很好！继续保持，下次可以多注意一下语法和细节的丰富性。”
English: “Your essay expresses your genuine feelings—well done! Keep up the good work, and next time, try to focus more on grammar and adding richer details.”
Chinese: “相信你一定能考好HSK考试，加油！”
English: “I believe you will do well in the HSK exam—keep it up!”