在人工智能时代,教师支持提高了自我效能和学习成果
1Chengdu Polytechnic, Chengdu, People's Republic of China. xiashan@cdp.edu.cn.
Scientific reports
|January 13, 2026
概括
生成性人工智能可以提高大学生英语学习成果,当老师提供强有力的支持,学生拥有高学术自我效能. 这种整合促进了英语作为外语 (EFL) 的学习成果.
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:
- 生成性人工智能在高等教育中越来越多地被采用,但它对学生学习成果的影响仍未得到充分研究.
- 了解教师支持,学生自我效能和人工智能集成的EFL环境中的学习成果之间的相互作用至关重要.
研究的目的:
- 实证地研究教师支持和学术自我效能对英语外语 (EFL) 学习成果的影响,使用生成AI.
- 根据社会认知理论,评估学生对EFL学习中的生成AI的态度,意图和行为.
主要方法:
- 涉及906名中国高等职业学院的EFL学生的定量研究.
- 使用问卷测量教师支持 (情感,能力,行为),学术自我效能和学习成果.
- 采用结构方程建模 (SEM) 来分析变量之间的关系.
主要成果:
- 教师的能力和行为支持积极预测学生的学术自我效能.
- 学术自我效能与改善的学习成果有积极的关联.
- 通过提高学生的自我效能,教师支持间接影响学习成果.
结论:
- 生成性人工智能是EFL学习的有效工具,取决于支持性的教学环境和学生的自我效能.
- 在人工智能支持的教学和培养学生的自我效能方面的教师培训对于最大限度地提高学习收益至关重要.
- 研究结果支持整合生成性AI,以改善高等教育中的EFL学习成果.
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