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Abstract

This study explores the use of Miraa, an AI-based transcription application, in Mandarin listening instruction and students’ responses to its use in a Chinese Comprehensive 2 course. A descriptive qualitative approach was employed involving 21 students from the Mandarin Language Education Program at Universitas Negeri Malang. Data were collected through classroom observations, semi-structured interviews with 10 purposively selected students, documentation, and exercise scores as supporting data. The data were analyzed through data condensation, data display, and conclusion drawing and verification, supported by source and technique triangulation. The findings indicate that Miraa was used as multimodal scaffolding by integrating audio, automatic transcription, pīnyīn, hànzì, translation, speed control, and audio replay. Students used these features to verify spoken input, connect auditory information with written representations, and regulate their listening process. Students generally reported positive experiences, although technical constraints related to internet connectivity, initial adaptation, and transcription display were identified. These findings highlight the potential of AI-based transcription to support Mandarin listening instruction while emphasizing the importance of transcription accuracy and pedagogical guidance.

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