生成式人工智能辅助下外语学习者写作动机与愉悦对写作投入的影响
Impacts of EFL Learners’ Writing Motivation and Enjoyment on Their Writing Engagement with Gen-AI Tools
摘要: 在二语写作中，写作投入是写作能力的有力预测因子。尽管写作投入在外语教育领域研究颇丰，但针对人工智能背景下外语学习者写作投入的因素相关研究仍较为匮乏。本研究旨在探讨生成式人工智能背景下，外语学习者写作动机与愉悦对其写作投入的影响。本研究以社会建构理论为基础，对410名中国在校大学生展开调查。本研究使用问卷星平台手机数据并使用SPSS27.0和AMOS29.0对数据进行分析，研究结果如下：生成式人工智能背景下外语学习者的内部写作动机和愉悦能够显著正向预测其写作投入水平，而外部动机对写作投入具有负向预测作用，愉悦感在写作动机和写作投入间起到部分中介作用。内在动机是提升学生写作投入的关键驱动力，愉悦是动机转化为实际投入的重要情感桥梁。基于上述量化研究结果，本研究为人工智能时代外语学生写作学习策略与教师写作教学实践提供了实证性启示。
Abstract: Writing engagement is a crucial predictor of writing competence. While abundant research exists on writing engagement in foreign language education, few studies have explored factors influencing EFL learners’ writing engagement in AI contexts. This study aims to explore how EFL learners’ writing motivation and enjoyment affect their writing engagement with Gen-AI tools. Based on social constructivism, this study conducted a survey of 410 Chinese university students. Data were collected via the Question Star platform and analyzed using SPSS27.0 and AMOS29.0. The main findings are as follows: In the context of generative artificial intelligence (Gen-AI), EFL learners’ intrinsic writing motivation and enjoyment significantly and positively predict their writing engagement, while extrinsic motivation negatively predicts writing engagement. Enjoyment plays a partial mediating role between writing motivation and writing engagement. Intrinsic motivation acts as a key driving force in enhancing students’ writing engagement, while enjoyment serves as a critical emotional bridge through which motivation is translated into actual engagement. In light of the foregoing quantitative results, this study offers empirical insights into EFL learners’ writing strategies and instructors’ writing pedagogy in the AI era.
文章引用：郑可. 生成式人工智能辅助下外语学习者写作动机与愉悦对写作投入的影响[J]. 现代语言学, 2026, 14(7): 495-506. https://doi.org/10.12677/ml.2026.147671

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