在L2学术写作中探索大语言模型接受,享受,焦虑和自我效能之间的关系
Fei Sun1, Junju Wang1, Laura Mendoza2
1School of Foreign Languages and Literature, Shandong University, Jinan, Shandong, China.
Acta psychologica
|January 15, 2026
概括
大型语言模型 (LLM) 的接受度通过乐趣等积极情绪和焦虑等负面情绪提高L2学术写作自我效能. 对于教育工作者来说,了解这些情绪路径是关键.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 心理学 心理学 心理学
背景情况:
- 自我效能对于第二语言 (L2) 学术写作成功至关重要.
- 技术,特别是大型语言模型 (LLM) 和情绪对L2写作自我有效性的影响需要进一步调查.
研究的目的:
- 在L2学术写作中检查LLM接受,享受,焦虑和自我效能之间的关系.
- 探索快乐和焦虑在LLM接受-自我有效性联系中的调解作用.
主要方法:
- 涉及643名中国EFL研究生的定量研究.
- 通过在线调查问卷收集的数据.
- 结构方程建模 (SEM) 用于分析直接和间接影响.
主要成果:
- 接受LLM积极预测自我效能,享受和焦虑.
- 享受对自我效能产生了积极的影响,而焦虑则对自我效能产生了负面影响.
- 快乐作为一个互补的调解者,焦虑作为一个竞争的调解者在LLM接受和自我效能之间.
结论:
- 通过积极的 (享受) 和消极的 (焦虑) 情绪途径,LLM的接受影响L2写作自我效能.
- 教学策略应该利用LLM的接受来培养积极的情绪和减轻负面的情绪,从而提高学生在L2学术写作中的自我效能.
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