Tam, Hoi Ling HelenHoi Ling HelenTamDr. LEUNG Ming Ming, GraceGraceDr. LEUNG Ming Ming2026-07-022026-07-022025Tam, H. L. H., & Leung, M. M. (6 Dec 2025). Enhancing students’ Chinese and English writing skills in the age of AI: An example from the AI-based language laboratory at Hong Kong Shue Yan University. The 2025 Annual Research Forum of The Linguistic Society of Hong Kong, Hong Kong Baptist University.http://hdl.handle.net/20.500.11861/27882Scholars have raised serious concerns about the declining language proficiency of students at self-financing tertiary institutions in Hong Kong (Yeung & Lu, 2018). Many students struggle with fundamental aspects of writing—such as cohesion, formality, register, and genre-specific conventions—in both English and Chinese (Chan, 2018; Toraskar & Lee, 2016). Despite the proliferation of generative AI tools such as ChatGPT and Grammarly, these technologies often fall short in providing personalized and genre-specific feedback. Existing systems typically prioritize surface-level corrections over pedagogical guidance tailored to disciplinary writing demands, such as case studies, research reports, and business proposals.<br> To bridge these gaps, Hong Kong Shue Yan University has established the AI-based Language Laboratory (ALL) to empower students and teachers with innovative AI resources and training. ALL integrates two core components: (1) an AI resource hub, curating freely accessible tools like Effidit and Shenyandayi (深言達意) to support writing development in Chinese and English; and (2) adaptive learning chatbots capable of offering individualized, genre-aware feedback without direct textual modification, encouraging autonomous revision and skill consolidation (Lu et al., 2024). Through iterative interactions, students receive scaffolded recommendations from the chatbots, targeting areas such as coherence, lexical choice, and structural appropriateness within specific genres. Unlike general-purpose generative AI tools, students are not required to have prior knowledge of any specific textual genre or to input their assignment criteria, as the chatbot utilizes course-specific guidance to tailor its support for users.<br> This presentation, by situating AI within a pedagogically grounded framework, not only addresses local writing challenges but also contributes to global discussions on AI-mediated language education.enAI Resource HubGenre-Specific FeedbackAdaptive AI ChatbotsWriting SkillsLanguage CompetenceConference Paper