人工智能辅助英语学习接受度影响因素探究
Exploration of Factors Influencing the Acceptance of Artificial Intelligence-Assisted English Learning

本文主要探索与人工智能相伴随的技术不平等问题在高校学生英语学习中的体现。现基于技术接受度模型(TAM)及其相关理论，通过调查问卷形式收集数据并进行描述性分析，了解了来自多所高校的学生在英语学习中对人工智能辅助工具接受度的差异，并随后分析其成因。研究结果表明，研究对象对于人工智能辅助英语学习接受度呈现一定复杂性，多数人认同人工智能辅助工具的有用性与易用性，但也存在少数对其使用持有保留态度。本研究结果对于培养适应智能时代的高校学生，优化智能时代的外语学习方式和成果具有一定的启示意义。
This paper primarily explores the manifestation of technological inequality associated with artificial intelligence (AI) in English language learning among college students. Based on the Technology Acceptance Model (TAM) and related theories, data was collected through surveys and analyzed descriptively to understand the varying degrees of acceptance of AI-assisted tools in English learning among students from multiple universities. Subsequent analysis delved into the underlying causes of these differences. The research findings reveal a complex acceptance of AI-assisted English learning among the study population. While the majority acknowledges the usefulness and ease of use of AI-assisted tools, a minority holds reservations about their adoption. The results of this study offer insights into cultivating college students who can adapt to the intelligent era and optimizing foreign language learning methods and outcomes in this era.