在第二语言 (L2) 教育中使用人工智能 (AI) 技术的社会情感危险:揭开中国EFL教师的感知和经验
Xueyu Sun1, Weiwei Dou2, Yuan Yang3
1School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, 210097, China; School of Foreign Languages, Jiangsu Open University, Nanjing, 210036, China.
Acta psychologica
|November 22, 2025
概括
人工智能 (AI) 工具对外语英语 (EFL) 教师带来社会情感风险,包括社会孤立和互动减少. 这些人工智能影响可以增加课堂上的焦虑,并降低教师的自主性和创造力.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 社会情感学习 社会情感学习
背景情况:
- 在第二语言 (L2) 教育中对人工智能 (AI) 工具进行了广泛的研究.
- 人工智能对英语外语 (EFL) 教师的社会情感风险仍未得到充分探索.
研究的目的:
- 从EFL教师的角度调查人工智能介导的L2教育的社会情感危险.
- 在L2课堂中识别与AI工具实施相关的特定社会和情感风险.
主要方法:
- 使用控制价值理论 (CVT) 和社会构造主义的定性研究设计.
- 在线半结构面试与33名中国EFL教师进行.
- 专题分析以确定报告的社会情绪风险中的模式.
主要成果:
- 在EFL教师中确定了人工智能使用的六大关键危险.
- 社会危险包括社会孤立,竞争,偏见,学术不诚实以及教师与学生关系的减少.
- 情感危险包括课堂焦虑,压力,被动感,缺乏自主性,创造力和批判性下降.
结论:
- 人工智能工具给EFL教师带来了重大的社会情感挑战.
- 调查结果为EFL教师,学生,培训师和AI开发人员提供有关AI在L2教育中的潜在负面影响的信息.
- 提供了建议,以减轻这些社会情绪风险.
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