GAI辅助二语写作中的反馈提示词素养培养
Fostering of Feedback Prompt Literacy in GAI-Based L2 Writing
DOI: 10.12677/ae.2026.161135, PDF,    科研立项经费支持
作者: 杨晓华：中国矿业大学(北京)文法学院，北京
关键词: 反馈提示词素养培养；GAI反馈；二语写作；Feedback Prompt Literacy； GAI Feedback； L2 Writing
摘要: 学生的反馈提示词素养是影响GAI反馈质量的重要因素，然而鲜有研究探讨如何利用师生、生生合作来提高学生的反馈提示词素养。本研究基于中国大学英语课堂设计和实施了二语写作者反馈提示词素养培养框架，并探讨改框架的实施效果。结果证明，结合课上、课下的师生、生生学习共同体有效促进了学生反馈提示词素养的提升，表现在对GAI反馈功能的全面认知、反馈提示词的完整性与准确性、使用多种反馈提示词调整策略，以及使用多种反馈评估策略。
Abstract: Student feedback prompt literacy is a key factor influencing the quality of GAI feedback, yet few studies have explored how to enhance this literacy through teacher-student and student-student collaboration. This study designed and implemented a class-based framework for cultivating L2 writers’ feedback prompt literacy in a Chinese college English course, as well as investigated its effectiveness. Results demonstrate that a blended in-class and out-of-class learning community integrating teachers and students effectively improved student feedback prompt literacy, as evidenced by students’ comprehensive understanding of GAI feedback functions, completeness and accuracy of feedback prompts, use of multiple prompt adjustment strategies, and application of diverse feedback evaluation strategies.
文章引用：杨晓华. GAI辅助二语写作中的反馈提示词素养培养[J]. 教育进展, 2026, 16(1): 997-1004. https://doi.org/10.12677/ae.2026.161135

参考文献

[1] 陈茉, 吕明臣. ChatGPT环境下的大学英语写作教学[J]. 当代外语研究, 2024(1): 161-168.
[2] 张震宇, 洪化清. ChatGPT支持的外语教学: 赋能、问题与策略[J]. 外语界, 2023(2): 38-44.
[3] Muñoz Muñoz, B.C., Nassaji, H. and Bello Carrillo, F.I. (2025) ChatGPT-Generated versus Human Direct Corrective Feedback on L2 Writing. System, 134, Article ID: 103805. [Google Scholar] [CrossRef] 
[4] Wiboolyasarin, W., Wiboolyasarin, K., Suwanwihok, K., Jinowat, N. and Muenjanchoey, R. (2024) Synergizing Collaborative Writing and AI Feedback: An Investigation into Enhancing L2 Writing Proficiency in Wiki-Based Environments. Computers and Education: Artificial Intelligence, 6, Article ID: 100228. [Google Scholar] [CrossRef] 
[5] Knoth, N., Tolzin, A., Janson, A. and Leimeister, J.M. (2024) AI Literacy and Its Implications for Prompt Engineering Strategies. Computers and Education: Artificial Intelligence, 6, Article ID: 100225. [Google Scholar] [CrossRef] 
[6] Walter, Y. (2024) Embracing the Future of Artificial Intelligence in the Classroom: The Relevance of AI Literacy, Prompt Engineering, and Critical Thinking in Modern Education. International Journal of Educational Technology in Higher Education, 21, Article No. 15. [Google Scholar] [CrossRef] 
[7] 徐林林, 胡杰辉, 苏扬. 人工智能辅助学术英语写作的学习者认知及行为研究[J]. 外语界, 2024(3): 51-58.
[8] 魏爽, 李璐遥. 人工智能辅助二语写作反馈研究——以ChatGPT 为例[J]. 中国外语, 2023(3): 33-40.
[9] 郭茜, 冯瑞玲, 华远方. ChatGPT在英语学术论文写作与教学中的应用及潜在问题[J]. 外语电化教学, 2023(2): 18-23.
[10] Lo, L.S. (2023) The Art and Science of Prompt Engineering: A New Literacy in the Information Age. Internet Reference Services Quarterly, 27, 203-210. [Google Scholar] [CrossRef] 
[11] 陈秋心, 邱泽奇. “人机互生”时代可供性理论的契机与危机——基于“提示词”现象的考察[J]. 苏州大学学报社会科学版, 2023(5): 172-182.
[12] Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., et al. (2023) The Affordances and Contradictions of AI-Generated Text for Writers of English as a Second or Foreign Language. Journal of Second Language Writing, 62, Article ID: 101071. [Google Scholar] [CrossRef] 
[13] Ma, Q., Crosthwaite, P., Sun, D. and Zou, D. (2024) Exploring ChatGPT Literacy in Language Education: A Global Perspective and Comprehensive Approach. Computers and Education: Artificial Intelligence, 7, Article ID: 100278. [Google Scholar] [CrossRef] 
[14] 文秋芳, 梁茂成. 人机互动协商能力: ChatGPT与外语教育[J]. 外语教学与研究, 2024, 56(2): 286-296.
[15] Guo, K. and Wang, D. (2023) To Resist It or to Embrace It? Examining ChatGPT’s Potential to Support Teacher Feedback in EFL Writing. Education and Information Technologies, 29, 8435-8463. [Google Scholar] [CrossRef] 
[16] 孙培健, 许嘉宇, Zhang, J.L. 生成式人工智能反馈对大学生英文作文质量的增值效益研究[J]. 外语教育研究前沿, 2025, 8(4): 24-36.
[17] 朱小超 柳华妮. ChatGPT在外语过程体裁写作教学中的应用路径研究[J]. 外语教育技术研究, 2024(6): 30-36+109.
[18] Huang, Y. and Wang, D. (2025) Can ChatGPT Serve as a Writing Collaborator? Insights from Chinese EFL Learners. System, 133, Article ID: 103775. [Google Scholar] [CrossRef] 
[19] 滕琳, 杨玉鑫, 杨静. 人工智能写作反馈模式下自我调节能力对多维反馈投入的影响研究[J]. 外语教育研究前沿, 2025(3): 85-96.
[20] Eager, B. and Brunton, R. (2023) Prompting Higher Education towards AI-Augmented Teaching and Learning Practice. Journal of University Teaching and Learning Practice, 20, 1-29. [Google Scholar] [CrossRef] 
[21] Barrios-Beltran, D. (2025) Exploring the Efficacy of ChatGPT-4 Feedback in Second Language Spanish Writing. System, 133, Article ID: 103771. [Google Scholar] [CrossRef] 
[22] Su, Y., Lin, Y. and Lai, C. (2023) Collaborating with ChatGPT in Argumentative Writing Classrooms. Assessing Writing, 57, Article ID: 100752. [Google Scholar] [CrossRef] 
[23] Nguyen, A., Hong, Y., Dang, B. and Huang, X. (2024) Human-AI Collaboration Patterns in AI-Assisted Academic Writing. Studies in Higher Education, 49, 847-864. [Google Scholar] [CrossRef] 
[24] Zhang, Z. and Hyland, K. (2025) The Role of Digital Literacy in Student Engagement with Automated Writing Evaluation (AWE) Feedback on Second Language Writing. Computer Assisted Language Learning, 38, 1060-1085. [Google Scholar] [CrossRef] 

为你推荐