人智交互语言学习环境中英语专业研究生自我调节学习的质性分析  

Exploring Self-Regulated Learning:A Qualitative Study of Graduate Students Majoring in English in a Human-AI Interactive Language-Learning Environment

作　　者：徐锦芬[1] 李娟 Xu Jinfen;Li Juan(Huazhong University of Science and Technology,Wuhan 430074,China)

机构地区：[1]华中科技大学外国语学院,430074

出　　处：《北京第二外国语学院学报》2024年第6期15-29,共15页Journal of Beijing International Studies University

基　　金：2020年国家社会科学基金重点项目“教育生态视角下我国大学生英语学习多元互动研究”(项目编号:20AYY015)的阶段性成果。

摘　　要：人工智能技术驱动下的人智交互语言学习环境为自我调节学习(SRL)创造了新的机遇。然而,SRL在人智交互语言学习环境中的具体表现形式仍有待进一步探索。为此,本研究收集了30名英语专业研究生的回溯性日志,并对其进行了访谈,然后利用MAXQDA 12软件对这些数据进行扎根理论的三级编码,对编码结果实施理论饱和度检验,在找出人智交互语言学习环境中SRL具体表现形式的基础上,构建了SRL理论模型。本研究认为,SRL可以分为3个阶段:个性化学习规划阶段、SRL实施阶段以及学习过程与成果的反思阶段。其中,个性化学习规划阶段涉及需求分析、经验求取、目标-计划设定以及学习资源推荐与筛选;SRL实施阶段包括任务完成、人智协同评估、人智监控调节、人智辅助指导和社群交流互动;学习过程与成果的反思阶段旨在总结SRL学习的有效成果和不足之处。该SRL三阶段模型不仅拓展了SRL的理论视角,而且为提升学习者在人智交互语言学习环境中的SRL能力提供了干预思路。The human-AI interactive language-learning environment,driven by artificial intelligence(AI),presents new opportunities for self-regulated learning(SRL).However,the specific manifestations of SRL within this environment still require further exploration.To address this,a three-level coding has been conducted using MAXQDA 12 software,based on grounded theory by analyzing retrospective logs and interview data from 30 graduate students majoring in English.In addition,a theoretical saturation test has been performed to check the coding results with the aim of identifying the specific manifestations of SRL in human-AI interactive languagelearning environments and to construct a theoretical model of SRL.The SRL model that has been developed in this study consists of three phases:personalized learning planning,SRL implementation,and refl ection on learning process and outcomes.The personalized learning planning phase includes a needs analysis,experience seeking,goal-plan setting,and recommendation and selection of learning resources.The SRL implementation phase encompasses task completion,human-AI collaborative assessment,human-AI monitoring and regulation,human-AI supportive guidance,and community interaction.The refl ection-on-learning-process-and-outcomes phase focuses on summarizing effective outcomes and identifying areas that requires improvement.This three-phase SRL model not only expands the theoretical perspectives on SRL,but also provides intervention strategies to enhance learners’SRL capabilities in human-AI interactive language-learning environments.

关 键 词：人智交互语言学习 自我调节学习 个性化学习规划 SRL实施 学习过程与成果的反思 扎根理论 

分 类 号：H319[语言文字—英语]