生成式人工智能干预对大学生外语写作反馈投入的影响研究  

The Impact of Generative AI Intervention on Chinese EFL Students'Engagement with Writing Feedback

作　　者：王亚冰 禤倩映 Zhang Jun Lawrence WANG Yabing;XUAN Qianying;ZHANG Jun Lawrence

机构地区：[1]广东外语外贸大学 [2]奥克兰大学

出　　处：《中国外语》2025年第2期71-78,共8页Foreign Languages in China

基　　金：2024年教育部人文社会科学青年项目“中国大学生情感抒写调适机制研究”(编号:24YJC740069);2023年度广东省普通高校特色创新项目“基于密集追踪的大英课堂情绪波动机制研究”(编号:2023W T S C X021);广州市社科规划办-羊城青年学人课题“新时代卫生健康事业重大变革的广州实践研究——大学生抑郁在线识别及表达性写作干预研究”(编号:2023GZQN44)的阶段性成果。

摘　　要：本研究采用混合法探讨生成式人工智能(GAI)干预如何影响我国英语专业大学生对GAI反馈与教师反馈的多维投入。基于Fredricks et al.创建的三维模型,研究通过前后测问卷测量学生对教师反馈的认知、行为和情感投入,并辅以实验组反思日志和学生访谈,补充量化结果。结果显示,实验组在教师反馈投入三维度均显著提升;与对照组相比,实验组行为投入显著更高,而情感和认知投入差异不显著。访谈揭示学生对教师反馈投入水平普遍较高,对GAI反馈投入存在显著个体差异。本研究作为技术赋能外语写作反馈投入的初步探索,有助于推动外语写作反馈与教学的数智化创新。This mixed-methods study investigates how generative AI intervention affects Chinese EFL majors’multidimensional engagement with AI-and teacher-provided writing feedback.Drawing on Fredricks et al.’s three-dimensional engagement model,the study collected pre-and post-test questionnaire data measuring cognitive,behavioral,and affective engagement with teacher feedback.Additionally,the experimental group recorded reflective journals and six students participated in interviews to supplement the quantitative results.Findings revealed significant improvements in all three dimensions of teacher feedback engagement within the experimental group.Compared to the control group,the experimental group showed significantly higher behavioral engagement but no significant differences in affective or cognitive engagement.Interviews indicated students’consistently high engagement with teacher feedback but varying engagement with GAI feedback.As an initial exploration of AI-powered feedback in EFL writing,this study contributes to advancing digitalized feedback practices and enhancing writing instruction.

关 键 词：生成式人工智能干预 投入 教师反馈 人工智能反馈 

分 类 号：H319[语言文字—英语]