GenAI课堂应用感知对学习动机的影响——信任与自我效能感的链式中介作用

The Effect of Perceived Classroom Application of GenAI on Motivation—The Serial Mediating Roles of Trust and Self-Efficacy

摘要: 本研究采用混合研究方法，探讨了非英语专业的大学生对生成式人工智能(GenAI)在英语课堂中应用的感知(Perceived Classroom Application)如何影响其学习动机(Motivation)。研究的核心在于检验“信任”(Trust)与“自我效能感”(Self-Efficacy)在上述关系中扮演的链式中介作用。通过对407名大学生的问卷调查，对开放式问题的质性分析，研究发现学生学习动机的提升不仅源于GenAI的工具性支持(如即时反馈、个性化学习)，更受到学习心理因素(如兴趣提升、信心增强)和课堂情境因素(如互动增加、教学方式更灵活)的共同影响。研究揭示了GenAI影响学生学习动机的内在心理机制，为在大学英语教学中有效应用GenAI提供了实证参考。

Abstract: This mixed-methods study examined how non-English majors’ perceived classroom application of generative artificial intelligence (GenAI) in English learning influences their learning motivation. Specifically, the study focused on the serial mediating roles of trust and self-efficacy in this relationship. Based on questionnaire data from 407 university students and qualitative analysis of responses to an open-ended question, the findings show that students’ enhanced learning motivation was not only driven by the instrumental support provided by GenAI, such as immediate feedback and personalized learning, but also shaped by psychological factors, including increased interest and confidence, as well as classroom contextual factors, such as greater interaction and more flexible teaching practices. The study reveals the underlying psychological mechanism through which GenAI influences students’ learning motivation and provides empirical evidence for the effective integration of GenAI into college English teaching.