高中生对人工智能赋能外语学习接受度与影响因素研究——基于技术接受模型

High School Students’ Acceptance of AI-Empowered Foreign Language Learning and Its Influencing Factors—Based on the Technology Acceptance Model

摘要: 本研究基于技术接受与使用统一理论(UTAUT)，探讨高中生对人工智能赋能外语学习接受度的影响因素。采用问卷调查法对350名高中生展开调研，运用结构方程模型验证假设，并辅以差异性检验考察性别、学段及先前技术使用经验的调节效应。结果表明，各因素影响力排序为：绩效期望 > 社会影响 > 努力期望 > 促成条件 > 风险感知。调节效应中，仅学段影响显著，性别与先前经验无显著调节作用。研究结论可为人工智能与高中外语教学深度融合提供参考，助力教育者精准把握学生需求，优化智能技术在语言学习中的应用策略。

Abstract: This study, based on the UTAUT model, examines factors influencing high school students’ acceptance of AI-empowered foreign language learning. A survey of 350 students was analyzed using structural equation modeling and difference tests to examine moderating effects of gender, grade level, and prior technology experience. Results show that the factors rank by effect size as: performance expectancy > social influence > effort expectancy > facilitating conditions > perceived risk. Among moderators, only grade level is significant; gender and prior experience are not. These findings may inform the integration of AI into high school foreign language teaching and help educators better understand student needs to optimize AI application in language learning.