在人工智能介导的语言学习中L2成长思维:感知可用性的影响和生成性AI聊天机器人的存在
Yanbin Huang1, Huanhui Chen2, Changyue Hu1
1Public Courses Department, Xiamen Medical College, Xiamen, Fujian, China.
Frontiers in psychology
|November 24, 2025
概括
生成性AI聊天机器人通过培养成长思维方式来增强第二语言学习. 它们的可用性和身临其境的品质,作为认知伙伴,提高学习者对语言学习的信心.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 人工智能的人工智能
背景情况:
- 生成性AI聊天机器人越来越多地用于教育.
- 了解它们对第二语言 (L2) 学习,特别是成长思维方式的影响至关重要.
- 人工智能介导的口语学习环境提供了独特的教学机会.
研究的目的:
- 调查如何感知可用性和生成AI聊天机器人的存在影响L2成长思维方式.
- 检查情绪智能和沟通意愿 (WTC) 的调解作用.
- 探索人工智能辅助口语英语学习中的直接和间接关系.
主要方法:
- 使用了结构方程建模 (SEM).
- 分析了530名中国大学生在人工智能辅助口语英语学习中的调查数据.
- 这项研究模拟了感知可用性,存在,情绪智能,WTC和L2增长思维之间的关系.
主要成果:
- 感知可用性直接增强L2增长思维方式,并间接受到WTC的影响.
- 聊天机器人的存在直接对L2成长思维产生积极影响.
- 存在也通过情绪智能和WTC调解了关系.
结论:
- 在L2学习中,AI聊天机器人作为认知合作伙伴,而不仅仅是工具.
- 聊天机器人的可用性和沉浸式功能培养了学习者对语言能力可塑性的信念.
- 这些发现支持人工智能驱动的语言学习实践,并推进了技术支持增长思维的理论.
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