外语学习者AI辅助写作认知研究

Cognitive Processes of Foreign Language Learners in AI-Assisted Second Language Writing

摘要: 本研究以意义建构理论为框架，通过对外语专业本科生进行半结构式访谈，探讨生成式人工智能辅助下的第二语言写作过程。研究聚焦学生在不同写作阶段的行为模式、策略选择及认知反应，旨在揭示AI介入后学习者的意义建构机制。结果表明：大多数学生对AI辅助写作持积极态度，认为其在语法纠错、内容扩充和写作效率方面具有明显优势；但同时保持较强的批判意识和主动性，不盲目接受AI输出。学生普遍倾向于自主构思文章结构，仅在内容填充和语言润色时借助AI工具，并对AI生成的模板化、错误信息保持警惕。这些发现与意义建构理论中“注意–知觉–加工”的认知路径一致，说明学习者在与AI协作中主动筛选和重组信息，而非被动接收技术输入。本研究丰富了AI辅助写作的理论视角，并为高校外语写作教学提供了有益的启示。

Abstract: This study, grounded in sensemaking theory, investigates the cognitive processes of foreign language learners during second language writing assisted by generative artificial intelligence (AI). Through semi-structured interviews with undergraduate students majoring in foreign languages, the study explores students’ behavioral patterns, strategic choices, and cognitive responses at different stages of the writing process, aiming to uncover sensemaking mechanisms of learners with AI intervention. The findings reveal that most students maintain a positive attitude toward AI-assisted writing, recognizing its benefits in grammar correction, content enrichment, and writing efficiency. However, they also exhibit critical awareness and maintain autonomy, selectively integrating AI-generated content and resisting over-reliance. Students tend to independently structure their essays and use AI primarily for language polishing and idea supplementation, while remaining cautious of AI’s limitations, such as template-style content and occasional inaccuracies. These behaviors align with the attention-perception-processing pathway described in sensemaking theory, indicating that learners actively reconstruct meaning in collaboration with AI. The study offers theoretical insights and pedagogical implications for the integration of AI tools in second language writing instruction.