摘要
本研究基于认知评估理论与人工智能工具使用接受模型,旨在探讨影响外语学习者接受生成式人工智能工具的关键因素。通过偏最小二乘结构方程模型对474名本科生的问卷数据进行分析,结果显示:1)享乐动机与感知人性显著预测绩效期望;2)社会影响、享乐动机与感知人性显著预测努力期望;3)绩效期望与努力期望显著预测接受意愿;4)接受意愿显著预测语言成绩。本研究为推动生成式人工智能在外语教学中的应用提供了数据支撑与实践启示。
Drawing on cognitive appraisal theory and AI Device Use Acceptance(AIDUA)model,the present study explores the factors influencing learners’acceptance of GenAI tools in EFL learning.A total of 474 undergraduates participated in the survey,and partial least squares structural equation modelling(PLS-SEM)was conducted.The results indicated that:1)Performance expectancy was positively predicted by hedonic motivation,and perceived humanness;2)Effort expectancy was positively predicted by social influence,hedonic motivation,and perceived humanness;3)Willingness to accept GenAI tools was positively predicted by performance expectancy and effort expectancy;4)English achievement was positively predicted by willingness to accept GenAI tools.These findings provide empirical evidence and practical implications for practitioners and researchers to integrate GenAI tools in EFL learning.
作者
黄祯磊
金慧
陈创奇
HUANG Zhenlei;JIN Hui;CHEN Chuangqi
出处
《外语教学》
北大核心
2026年第1期52-59,共8页
Foreign Language Education
基金
上海外国语大学重大攻关科研项目“生成式人工智能发展背景下的外语教学研究”(23ZD010)
人工智能促进科研范式改革项目“AI赋能外语教学研究的场景构建与范式改革”(获中央高校基本科研业务费专项资助)。
