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| 題 名 | Emotional Engagement and Flow in English Speaking: Investigating the Role of ChatGPT among Taiwanese University Students=英語口說中的情感投入與心流體驗:探討ChatGPT在臺灣大學生中的作用 |
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| 作 者 | 葉淑芬; | 書刊名 | 正修學報 |
| 卷 期 | 38 2025.12[民114.12] |
| 頁 次 | 頁167-190 |
| 分類號 | 312.83 |
| 關鍵詞 | 人工智慧輔助英語口說學習; ChatGPT在語言教育中的應用; 第二語言習得中的流暢理論; 外語學習焦慮; 外語學習樂趣; EFL學習中的動機; AI-assisted English-speaking learning; ChatGPT in language education; Flow theory in second language acquisition; Foreign language anxiety; FLCA; Foreign language enjoyment; FLE; Motivation in EFL learning; |
| 語 文 | 英文(English) |
| 中文摘要 | 本研究探討外語學習愉悅感(FLE)、外語課堂焦慮(FLCA)與學習動機如何影響臺灣大學生 在 ChatGPT 協助下的英語口說學習經驗。研究以心流理論、情意過濾假說及自我決定理論為基 礎,分析這些情意因素在 AI 支持的學習情境中如何預測心流與學習投入。研究工具採用第二 語習得領域的相關量表,包括 FLE(個人愉悅與社交愉悅)、FLCA、動機、心流及挑戰—技 能平衡,並增設 ChatGPT 使用滿意度子量表。資料以多元迴歸與描述統計進行分析。結果顯 示,FLE 是心流的最強預測因子,動機具有中度影響,而 FLCA 則未達顯著水準,顯示 ChatGPT 的非評價性回饋可能有助於減輕焦慮。進一步分析亦發現,社交愉悅對心流的預測效 果最佳,且參與者普遍對 ChatGPT 在口說任務中的應用持正面態度。本研究凸顯生成式 AI 在 教師引導下營造低焦慮、高投入學習環境的潛力,並建議未來透過縱向研究,深入探討 AI 在 促進學習者情意發展與語言能力上的長期作用。 |
| 英文摘要 | This study investigates how Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxi- ety (FLCA), and motivation shape Taiwanese undergraduates’ English-speaking experiences in a ChatGPT-assisted course. Drawing on flow theory, the affective filter hypothesis, and self-determina- tion theory, it examines how these affective factors predict flow and engagement in AI-supported learn- ing. A structured questionnaire, adopted from SLA-related scales to measure FLE (personal and so- cial), FLCA, motivation, flow, and challenge–skill balance, was supplemented by a subscale assessing satisfaction with ChatGPT. Data were analyzed using multiple regression and descriptive statistics. Re- sults revealed that FLE was the strongest predictor of flow, while motivation exerted a moderate effect and FLCA was not significant, suggesting that ChatGPT’s non-evaluative feedback may alleviate anxi- ety. Modeling enjoyment dimensions further indicated that social enjoyment best predicted flow, and participants expressed positive perceptions of ChatGPT in speaking tasks. These findings underscore the pedagogical potential of generative AI to foster low-anxiety, high-engagement environments when integrated with teacher facilitation and point to the importance of longitudinal research on AI’s role in supporting both affective and proficiency development in second language acquisition. |
本系統中英文摘要資訊取自各篇刊載內容。