Zhang Hongyan, Han Xianghua
Second Language Acquisition, Translation Theory and Practice, Zhoukou Normal University, ZhouKou, China.
Second Language Acquisition, Henan Finance University, Zhengzhou, China.
Front Psychol. 2021 Oct 18;12:709023. doi: 10.3389/fpsyg.2021.709023. eCollection 2021.
The purpose of this study is to improve the English learning anxiety and learning effect for middle school students. From the perspective of educational psychology, the influence of vocalized reading practice on the English learning of students is studied based on the self-efficacy theory and the schema theory. To encourage the students to practice English, the study might solve the problem of insufficient opportunities by applying the artificial intelligence (AI) chat system to the oral English practice of the students. Several research hypotheses are put forward, which concern the correlation between the English learning anxiety of the students with their self-efficacy, topic familiarity, and English grades under vocalized reading practice. Then, the hypotheses are verified through a controlled trial and a questionnaire survey (QS). Afterward, the experimental and QS data are statistically analyzed and tested with a regression model. The results show that the English grades, self-efficacy, and topic familiarity of the students have been significantly improved in the experimental group after the vocalized reading practice. The significance coefficient of the regression model is = 0.000 < 0.05, which can be used to verify the proposed hypotheses. The English grades, self-efficacy, and topic familiarity can well-predict the English learning anxiety of the students. The computer simulation in educational communication (CSIEC) teaching system and AI can help create an interactive learning environment for the students to practice oral English by chatting with AI robots.
本研究的目的是改善中学生的英语学习焦虑状况并提高学习效果。从教育心理学的角度出发，基于自我效能理论和图式理论，研究出声阅读练习对学生英语学习的影响。为鼓励学生练习英语，该研究可能通过将人工智能（AI）聊天系统应用于学生的英语口语练习来解决机会不足的问题。提出了几个研究假设，这些假设涉及出声阅读练习下学生的英语学习焦虑与其自我效能、话题熟悉度和英语成绩之间的相关性。然后，通过对照试验和问卷调查（QS）对这些假设进行验证。之后，对实验数据和问卷调查数据进行统计分析，并用回归模型进行检验。结果表明，出声阅读练习后，实验组学生的英语成绩、自我效能和话题熟悉度都有显著提高。回归模型的显著性系数为 = 0.000 < 0.05，可用于验证所提出的假设。英语成绩、自我效能和话题熟悉度能够很好地预测学生的英语学习焦虑。教育传播中的计算机模拟（CSIEC）教学系统和人工智能可以帮助为学生创建一个通过与人工智能机器人聊天来练习英语口语的互动学习环境。
