摘要
生成式人工智能(generative artificial intelligence,简称GAI)正在转变外语教育模式。本研究在英语媒介教学(English-medium instruction)课堂开展了四次GAI赋能的教学活动,通过收集人机互动记录、反思日志及开放性反馈,探讨学习者在人机互动过程中的超语实践形式及其在教学活动中的能动性体现。研究结果表明,生成式人工智能机器人(GAI Chatbots)构建了开放包容的超语空间,允许学生自主调用多语言和多模态资源,开展超语实践,并促进语言和内容的融合学习。GAI赋能课堂中的学习者能动性主要体现为自主规划与调控、批判思考与反馈、资源融合与运用、情境感知与适应四个方面。本研究讨论了将GAI Chatbots与超语实践融入课堂教学的有效性,强调了学习者能动性的培养,旨在为GAI背景下的外语教育提供新的实证视角。
Generative artificial intelligence(GAI)has been transforming the models of foreign language education.This study conducted four GAI-empowered activities in an English-medium instruction(EMI)classroom,collecting data from students and GAI Chatbots interactions,reflective journals,and open-ended feedback.It aims to explore students’translanguaging practices and their agency throughout GAI-empowered activities.Findings revealed that GAI Chatbots constructed an open and inclusive translanguaging space,enabling students to mobilize multilingual and multimodal resources to facilitate their English language and disciplinary content learning.Additionally,students demonstrated four types of agency,including autonomous planning and regulation,critical thinking and feedback,resource integration and utilization,and context awareness and adaptiveness.This study investigated the effectiveness of integrating GAI Chatbots and translanguaging practices into classroom instruction with a particular focus on learner agency.It provides an empirical perspective for foreign language education in the era of GAI.
作者
方帆
吴倩倩
Fang Fan;Wu Qianqian(Shantou University)
出处
《外语教育研究前沿》
北大核心
2025年第4期13-23,共11页
Foreign Language Education in China
基金
教育部高等学校科学研究发展中心2022年中国高校产学研创新基金-科大讯飞高校智慧教学创新研究专项课题“基于科大讯飞人工智能赋能外语课堂的教学行为研究”(课题编号:2022XF062)的阶段性研究成果。
