人工智能支持的高阶思维和EFL写作质量:一个以机制为重点的研究
1School of Educational Science, Nanjing Normal University, Nanjing, 210097, China.
Acta psychologica
|February 6, 2026
概括
人工智能工具支持更高层次的思维技能,如批判性思维和创造力,可以提高学生的学术写作质量. 这种关系部分归因于写作自我效率的提高,对人工智能反的信任发挥了调节作用.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 教育中的人工智能
背景情况:
- 高阶思维技能 (HOTS) 对于学业成功至关重要,特别是在英语外语 (EFL) 写作中.
- 人工智能工具的整合为提高学生HOTS和学术写作质量 (AWQ) 提供了潜在的途径.
- 了解人工智能支持学习的机制和调节因素对于有效的教学设计至关重要.
研究的目的:
- 研究人工智能支持的高阶思维技能 (批判性思维,创造力,元认知,合成) 和EFL学术写作质量 (AWQ) 之间的关系.
- 检查写作自我效能 (L2WSE) 的调解作用和对人工智能反的信任在这种关系中的调节作用.
- 探索人工智能工具影响本科EFL学习者的AWQ的潜在机制.
主要方法:
- 使用调查数据和来自中国城市大学492名本科生的盲目评分论文,估计了比较的结构模型.
- 关键变量包括人工智能支持的高阶思维技能,学术写作质量,写作自我效率和对人工智能反的信任.
- 统计分析包括回归,中介和调节分析,以及包括二次因子规范和非线性测试在内的稳定性检查.
主要成果:
- 拟议的模型解释了AWQ差异的很大一部分 (58%).
- 高级思维技能对AWQ的直接影响在统计学上是显著的,但很小.
- 写作自我效能 (L2WSE) 积极调解了HOTS和AWQ之间的关系,表明了与动机相关的途径. 对人工智能反的信任显示了微小的积极缓解效应.
结论:
- 支持元认知规划,批判性评估,合成和创造性探索的AI工具可以增强学生的信心和EFL学术写作表现.
- 教学策略应侧重于培养元认知习惯,并促进对AI反的校准信任.
- 未来的研究应该采用纵向和实验设计来确定因果关系,并进一步探索AI整合在学术写作中的细微差别.
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