验证中国大学生使用人工智能辅助的第二语言 (L2) 学习态度尺度及其与L2熟练程度的相关性
Hanwei Wu1, Wentao Liu1, Yonghong Zeng1
1School of Foreign Studies, Hunan Normal University, Changsha, China.
Acta psychologica
|July 2, 2024
概括
一个新的尺度,中国大学生人工智能辅助L2学习态度尺度 (AL2AS-CCS),被开发用于测量第二语言学习中对人工智能的态度. 调查结果显示,中国学生具有中等积极的态度,与较高的L2熟练程度有关.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 获得第二语言的学习.
背景情况:
- 人工智能 (AI) 对第二语言 (L2) 学习的影响是公认的,但个人对人工智能的态度显著影响了其整合.
- 在L2学习中对AI态度的具体测量工具,特别是在中国语境内,是缺乏的.
研究的目的:
- 为中国大学生开发和验证人工智能辅助的L2学习态度表 (AL2AS-CCS).
- 评估态度和L2熟练程度之间的可靠性,有效性和关系.
- 测量中国大学生对L2学习中的AI的一般态度.
主要方法:
- 采用中国大学生单独样本进行的两阶段研究 (样本1:n=379,样本2:n=429).
- 在第一阶段进行探索性因子分析 (EFA),以确定尺度的因子结构.
- 在第二阶段进行确认因素分析 (CFA),以验证结构并评估模型的合适性.
主要成果:
- AL2AS-CCS展示了一个强大的双因素结构 (认知和行为组成部分) 包含12个项目.
- CFA证实了尺度的有效性,可靠性,内部一致性和跨性别不变性.
- 中国大学生对人工智能辅助的L2学习表现出适度积极的态度.
结论:
- AL2AS-CCS是衡量中国大学生对L2学习中的AI态度的可靠和有效工具.
- 对人工智能辅助的L2学习的积极态度与中国大学生中较高的L2水平之间存在正相关性.
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