L2 Learner Cognitive Psychological Factors about Artificial Intelligence Writing Corrective Feedback

Autor/inn/en	Wu, LiQin; Wu, Yong; Zhang, XiangYang
Titel	L2 Learner Cognitive Psychological Factors about Artificial Intelligence Writing Corrective Feedback
Quelle	In: English Language Teaching, 14 (2021) 10, S.70-83 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Artificial Intelligence; Error Correction; Feedback (Response); Second Language Instruction; Second Language Learning; Writing Instruction; Writing Evaluation; English (Second Language); Cognitive Psychology; Student Attitudes; Likert Scales; Undergraduate Students; Retention (Psychology); Correlation; Learning Strategies; Educational Benefits; Foreign Countries; Intelligent Tutoring Systems; China + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Korrektur; Fremdsprachenunterricht; Zweitsprachenerwerb; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kognitive Psychologie; Schülerverhalten; Likert-Skala; Merkfähigkeit; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungsertrag; Ausland; Intelligentes Tutorsystem
Abstract	Although the study of artificial intelligence (AI) used in language teaching and learning is increasingly prevailing, research on language two (L2) learner cognitive psychological factors about AI writing corrective feedback (WCF) is scarce. This paper explores L2 learner cognitive psychology of pigai, an AI evaluating system for English writings in China, from perspectives of perception, noticing, uptake, initiative, retention and emotion. It investigates the consistency between learner cognitive psychology about AI WCF and the expected one and probes into the correlation of learner cognitive psychological factors about AI WCF, aiming at bridging the gap between the research of AI WCF and that of L2 learner cognitive psychology. After a 5-point Likert anonymous questionnaire survey of 1952 undergraduate L2 learners in Anhui University of Finance and Economics (AUFE), the statistical data of Pearson correlation coefficient indicate that learner perception, noticing, uptake, initiative, retention and emotion are positively related in the context of AI WCF, which conforms to the early research of learner cognitive psychology about WCF. But one sample t-test reveals that learner cognitive psychology of AI WCF only occasionally or sometimes consists with the expected one. The subsequent random interviews with 15 respondents suggest that pigai WCF is beneficial to L2 writing, yet there is still much room for it to improve to be deeply integrated with human WCF. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01