摘要
本研究基于技术接受模型及其扩展模型,通过问卷调查分析了475名高校外语教师对大语言模型(LLMs)的接受度及其影响因素。研究表明:高校外语教师对LLMs的整体认知程度较高,但是整体接受程度不高;感知有用性是影响高校外语教师对LLMs接受度的关键因素,感知易用性有助于增加教师的感知有用性;个人特质是影响外语教师对LLMs接受度的重要因素,社群影响和技术信任在一定程度上影响接受度。基于间接证据与理论推演,研究还揭示了技术焦虑的潜在影响作用。为此,研究从培训提升、技术信任、社群支持、个体适配及制度保障等方面提出建议策略。
Based on the technology acceptance model and its extended models,this study employs a questionnaire survey to investigate the acceptance intention and influencing factors of Large Language Models(LLMs)among 475 foreign language teachers in universities.The findings indicate that while these teachers generally have a high level of awareness regarding LLMs,their overall acceptance remains relatively low.Perceived usefulness is identified as a key factor influencing their acceptance of LLMs,and perceived ease of use contributes positively to enhancing teachers’perceived usefulness.Personal traits are a significant factor influencing foreign language teachers’acceptance of LLMs,while community influence and technological trust also affect acceptance to some extent.Drawing on indirect evidence and theoretical reasoning,the study further highlights the potential significance of technology-related anxiety.In response,several strategic recommendations are proposed,focusing on areas including professional development,fostering technological trust,strengthening community support,accommodating individual differences,and implementing institutional safeguards.
出处
《外国语文》
北大核心
2025年第5期166-178,共13页
Foreign Languages and Literature
基金
重庆市社会科学规划项目“外语类院校新文科建设路径研究”(2021PY58)
四川外国语大学教改项目“教育数字化赋能高校外语教师数字素养发展:机制构建与路径探索”(JY2552214)的阶段性成果。
关键词
大语言模型
高校外语教师
技术接受度
技术接受模型
large language models
foreign language teachers in universities
technology acceptance
technology acceptance model
