整合辅助技术和CAPE课程规划框架的有效性,以提高学生的口语能力
Chinaza Solomon Ironsi1,2, Hanife Bensen Bostanci3
1School of Research, Université Africaine de Développement Coopératif, Niamey, Niger. Solomon.chinaza@akun.edu.tr.
Scientific reports
|February 16, 2026
概括
与教学参与的沟通方法 (CAPE) 框架整合Siri显著改善了与演示,实践和制作 (PPP) 方法相比,英语作为外语 (EFL) 交谈技巧. 这种方法也提高了学习者的动力和信心.
科学领域:
- 教育技术的教育技术.
- 应用语言学 应用语言学
- 获得第二语言的学习.
背景情况:
- 传统的外语英语 (EFL) 教学方法,如演示,实践和制作 (PPP),可能无法充分利用现代技术.
- 整合智能个人助理为增强语言实践和学习者参与提供了潜力.
研究的目的:
- 评估将果的Siri与教学参与的沟通方法 (CAPE) 课程框架相结合的有效性,以提高EFL说话技巧.
- 在EFL背景下,将CAPE-Siri集成与PPP方法进行比较.
主要方法:
- 采用了混合方法的研究设计.
- 从128名学生收集数据,使用前/后测试和半结构面试.
- 参与者被分为控制 (PPP) 和实验 (CAPE-Siri) 组.
主要成果:
- 实验组 (CAPE-Siri) 的说话得分明显高于对照组 (PPP-Siri).
- 采访数据显示,在CAPE-Siri组中,学习者的动机增加,发音练习提高,自主,低焦虑发言的机会更大.
结论:
- 将像Siri这样的智能个人助理 (IPA) 与响应式教学框架 (CAPE) 结合起来,可以提高EFL演讲结果.
- 这种综合性方法促进了积极的学习体验,包括提高了对讲话的动机和信心.
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