PDF(Pubmed)
Abstract：
UNASSIGNED: This mixed-methods study evaluates the impact of AI-assisted language learning on Chinese English as a Foreign Language (EFL) students\' writing skills and writing motivation. As artificial intelligence (AI) becomes more prevalent in educational settings, understanding its effects on language learning outcomes is crucial.
UNASSIGNED: The study employs a comprehensive approach, combining quantitative and qualitative methods. The quantitative phase utilizes a pre-test and post-test design to assess writing skills. Fifty EFL students, matched for proficiency, are randomly assigned to experimental (AI-assisted instruction via ChatGPT) or control (traditional instruction) groups. Writing samples are evaluated using established scoring rubrics. Concurrently, semi-structured interviews are conducted with a subset of participants to explore writing motivation and experiences with AI-assisted learning.
UNASSIGNED: Quantitative analysis reveals significant improvements in both writing skills and motivation among students who received AI-assisted instruction compared to the control group. The experimental group demonstrates enhanced proficiency in various aspects of writing, including organization, coherence, grammar, and vocabulary. Qualitative findings showcase diverse perspectives, ranging from recognition of AI\'s innovative instructional role and its positive influence on writing skills and motivation to concerns about contextual accuracy and over-reliance. Participants also reflect on the long-term impact and sustainability of AI-assisted instruction, emphasizing the need for ongoing development and adaptation of AI tools.
UNASSIGNED: The nuanced findings offer a comprehensive understanding of AI\'s transformative potential in education. These insights have practical implications for practitioners and researchers, emphasizing the benefits, challenges, and the evolving nature of AI\'s role in language instruction.
UNASSIGNED: The study employs a comprehensive approach, combining quantitative and qualitative methods. The quantitative phase utilizes a pre-test and post-test design to assess writing skills. Fifty EFL students, matched for proficiency, are randomly assigned to experimental (AI-assisted instruction via ChatGPT) or control (traditional instruction) groups. Writing samples are evaluated using established scoring rubrics. Concurrently, semi-structured interviews are conducted with a subset of participants to explore writing motivation and experiences with AI-assisted learning.
UNASSIGNED: Quantitative analysis reveals significant improvements in both writing skills and motivation among students who received AI-assisted instruction compared to the control group. The experimental group demonstrates enhanced proficiency in various aspects of writing, including organization, coherence, grammar, and vocabulary. Qualitative findings showcase diverse perspectives, ranging from recognition of AI\'s innovative instructional role and its positive influence on writing skills and motivation to concerns about contextual accuracy and over-reliance. Participants also reflect on the long-term impact and sustainability of AI-assisted instruction, emphasizing the need for ongoing development and adaptation of AI tools.
UNASSIGNED: The nuanced findings offer a comprehensive understanding of AI\'s transformative potential in education. These insights have practical implications for practitioners and researchers, emphasizing the benefits, challenges, and the evolving nature of AI\'s role in language instruction.
摘要：
■这项混合方法研究评估了AI辅助语言学习对中国英语作为外语（EFL）学生的写作技巧和写作动机的影响。随着人工智能(AI)在教育环境中变得越来越普遍，了解其对语言学习结果的影响至关重要。
■这项研究采用了全面的方法，定量和定性相结合的方法。定量阶段利用前测和后测设计来评估写作技巧。五十个EFL学生，熟练程度相匹配，被随机分配到实验组（通过ChatGPT进行AI辅助教学）或对照组（传统教学）。使用已建立的评分规则来评估写作样本。同时,我们对一部分参与者进行了半结构化访谈,以探索人工智能辅助学习的写作动机和经验.
■定量分析显示，与对照组相比，接受AI辅助教学的学生在写作技巧和动机方面均有显着改善。实验组在写作的各个方面表现出增强的熟练程度，包括组织，连贯性,语法,和词汇。定性的发现展示了不同的观点，从认识到人工智能的创新教学作用及其对写作技巧和动机的积极影响，到对上下文准确性和过度依赖的担忧。参与者还思考了人工智能辅助教学的长期影响和可持续性，强调需要不断开发和调整人工智能工具。
■细微差别的发现提供了对AI在教育中的变革潜力的全面理解。这些见解对从业者和研究人员具有实际意义，强调好处，挑战,以及人工智能在语言教学中作用的不断演变的性质。
■这项研究采用了全面的方法，定量和定性相结合的方法。定量阶段利用前测和后测设计来评估写作技巧。五十个EFL学生，熟练程度相匹配，被随机分配到实验组（通过ChatGPT进行AI辅助教学）或对照组（传统教学）。使用已建立的评分规则来评估写作样本。同时,我们对一部分参与者进行了半结构化访谈,以探索人工智能辅助学习的写作动机和经验.
■定量分析显示，与对照组相比，接受AI辅助教学的学生在写作技巧和动机方面均有显着改善。实验组在写作的各个方面表现出增强的熟练程度，包括组织，连贯性,语法,和词汇。定性的发现展示了不同的观点，从认识到人工智能的创新教学作用及其对写作技巧和动机的积极影响，到对上下文准确性和过度依赖的担忧。参与者还思考了人工智能辅助教学的长期影响和可持续性，强调需要不断开发和调整人工智能工具。
■细微差别的发现提供了对AI在教育中的变革潜力的全面理解。这些见解对从业者和研究人员具有实际意义，强调好处，挑战,以及人工智能在语言教学中作用的不断演变的性质。
