从技术依赖到认知赋能：大学生英语写作中生成式AI使用行为的实证调查与干预路径

From Technological Dependence to Cognitive Empowerment: An Empirical Investigation of Generative AI Usage Behaviors and Intervention Paths in College Students’ English Writing

摘要: 本研究采用问卷调查与半结构化访谈相结合的混合研究方法，对102名大学生在写作过程中生成式AI使用行为开展实证调查，并选取七名受访者进行访谈，阐述和补充量化结果背后的内在机制。研究结果表明，该群体在写作过程中整体呈现出中等偏上的依赖倾向与认知惰性，各项行为指标的均值介于3.09至3.92之间，表明学生虽未完全丧失独立思考能力，但已普遍存在“认知外包”现象，且不同维度的受影响程度存在细微差异。研究结果提示，高校英语教学应正视学生“摇摆不定”的技术使用现状，从单纯的技术管控转向深度的认知干预，通过构建人机协同的批判性写作教学模式，引导学生在利用AI提效的同时重塑认知主体地位。本研究丰富了生成式AI对大学生英语写作行为的具体颗粒度的影响，也在一定程度上帮助教师的教学模式从技术依赖到培养学生的认知赋能上的积极转变。

Abstract: This study adopts a mixed‑research method combining questionnaire surveys and semi‑structured interviews to conduct an empirical investigation into generative AI usage behaviors of 102 college students in the writing process. Seven interviewees were selected for interviews to elaborate on and supplement the underlying mechanisms behind the quantitative results. The results indicate that the cohort generally exhibits a moderate-to-high tendency toward dependence and cognitive inertia. With behavioral metrics ranging from 3.09 to 3.92, the findings suggest that although students have not entirely lost their capacity for independent thinking, the phenomenon of “cognitive outsourcing” has become prevalent, and the severity of such impacts varies slightly across dimensions. These findings suggest that higher education English teaching should acknowledge the “ambivalent” reality of students’ technology adoption, shifting from mere technical control to in-depth cognitive intervention. By constructing a human-machine collaborative critical writing pedagogy, educators can guide students to reshape their cognitive agency while leveraging AI for enhanced efficiency. This study enriches the understanding of the micro-level impacts of generative AI on college students’ English writing behaviors, and to a certain extent, facilitates a proactive pedagogical transition from technological dependence to cognitive empowerment.