超越机器人:在AI丰富的时代,教师促进,自我效能和在线英语激励
1School of Foreign Languages, Anyang Normal University, Anyang, 455000, Henan, China.
Acta psychologica
|February 25, 2026
概括
整合人工智能聊天机器人和教练指导可以提高中国本科生学习英语的动力. 社交媒体的曝光增强了教师的影响力,但不是人工智能聊天机器人的有效性,突出了混合学习方法的必要性.
科学领域:
- 教育技术的教育技术
- 获得第二语言的学习.
- 在线学习在线学习
背景情况:
- 人工智能 (AI) 越来越多地融入教育,需要了解它对学生动机的影响.
- 生态系统理论为检查包括技术和社会因素在内的多方面的学习影响提供了一个框架.
- 中国本科生在在线英语学习中面临着独特的挑战和机遇.
研究的目的:
- 调查人工智能聊天机器人辅助的英语练习和教师辅助对中国本科生在线英语学习动机的影响.
- 检查社会英语学习接触对这些关系的调节作用.
- 分析自我效能 (SE) 在激励途径中的调解作用.
主要方法:
- 对深,杭州和成都463名中国本科生进行了三波调查.
- 部分最小方程结构方程建模方法 (PLS-SEM) 用于数据分析.
- 该研究评估了人工智能聊天机器人实践,教练便利化,社交媒体曝光,自我效能和动机.
主要成果:
- 人工智能聊天机器人实践和教师便利性都对学生的动机产生了积极的影响,通过自我效能进行调解.
- 通过加强自我效能,社交媒体的曝光显著增强了教练-动机路径.
- 社交媒体的曝光并没有显著调节人工智能聊天机器人激励途径.
结论:
- 将人工智能工具与有效的讲师辅导相结合,对于最大限度地提高学生在线英语学习的动机至关重要.
- 教师应该将AI聊天机器人任务纳入反和指导,并将非正式的数字英语活动与正式课程协调一致.
- 这些发现强调了混合方法的重要性,利用技术,同时保持强有力的教学指导.
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