生成式人工智能赋能大学生英语写作——学习求知欲与学习投入的相关性研究

Generative AI Empowers to College Students’ English Writing—Research on the Correlation between Learning Curiosity and Learning Engagement

摘要: 本研究聚焦生成式人工智能赋能大学生英语写作情境，以全国多所高校379名大学生为样本，运用问卷调查法收集数据，借助SPSS 26.0软件进行分析，探究大学生英语学习求知欲与学习投入的水平及相关性。结果显示：大学生在该学习情境下，英语学习求知欲与学习投入整体处于中高水平；学习求知欲与学习投入各维度(课堂投入、情感投入、行为投入)均呈现极显著正相关，且求知欲对行为投入影响最为突出。这表明生成式人工智能能有效激发学生求知欲，促进学习投入。本研究为英语写作教学提供了实践启示，教师可借助AI设计任务激发求知欲，关注学生情感体验提升学习投入。但研究存在局限，未来可从多方法收集数据、探究不同AI工具影响及开展纵向研究等方向深入。

Abstract: This study focuses on the context of college students’ English writing empowered by generative artificial intelligence (AI). Using a questionnaire survey, data were collected from 379 college students across multiple universities nationwide, and analyzed with SPSS 26.0 to explore the levels and correlation between college students’ curiosity about English learning and their learning engagement. The results show that: in this learning context, college students’ curiosity about English learning and overall learning engagement are at moderately high levels; curiosity is significantly and positively correlated with all dimensions of learning engagement (classroom engagement, emotional engagement, and behavioral engagement), with the strongest impact on behavioral engagement. This indicates that generative AI can effectively stimulate students’ curiosity and promote learning engagement. The study provides practical insights for English writing teaching: teachers can leverage AI to design tasks that ignite curiosity and focus on students’ emotional experiences to enhance learning engagement. However, the study has limitations, and future research could deepen exploration through multi-method data collection, investigation of different AI tools’ impacts, and longitudinal studies.