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李韵

四川大学，中国

 

韩继宁 

西南大学，中国

 

吴昕洋

四川大学，中国

 

摘要

基于压力认知评价理论框架，本研究采用案例分析方法，分析了汉语二语学习者在接受 ChatGPT参与反馈时的情绪反应。研究发现， ChatGPT 参与反馈的新奇性、不确定性及机器身份等可能引发学习者的压力评价，包括伤害 / 丧失（如反馈点过多或语言过难导致挫败感）、威胁（如ChatGPT 反馈的不确定性为学习带来负面影响）与挑战（如将反馈视为提升学习能力的契机）。而学习者对此的应对可分为以问题为中心（如建议教师优化教学设计）和以情绪为中心（如拒绝修订任务以减轻负面情绪）。据此，本研究指出，在教学实践中，教师应优化 ChatGPT 参与反馈的具体方法，如减少反馈数量，调整语言难度，提供面对面指导和培训，以降低学习者认知负荷，提升学习体验。

 

关键词

压力评价，应对， ChatGPT，反馈，对外汉语

 

A Study on Chinese Learners’ Stress Appraisal and Coping Strategies in Response to ChatGPT-Involved Writing Feedback

Yun Li

Sichuan University, China

 

Jining Han

Southwest University, China

 

Xinyang Wu

Sichuan University, China

 

Abstract

Based on the theoretical framework of cognitive appraisal theory of stress, this study employs a case analysis approach to examine the emotional responses of second language Chinese learners when receiving feedback involving ChatGPT. The findings reveal that the novelty, uncertainty, and machine identity associated with ChatGPT-involved feedback can trigger learners’ stress appraisals, including harm/loss (e.g., frustration caused by excessive feedback points or overly complex language), threat (e.g., negative learning impacts due to the uncertainty of ChatGPT feedback), and challenge (e.g., viewing feedback as an opportunity to improve learning abilities). Learners’ coping strategies are categorized into problem-focused coping (e.g., suggesting teachers optimize instructional design) and emotion-focused coping (e.g., refusing to revise tasks to alleviate negative emotions). Based on these findings, the study suggests that teachers should optimize the implementation of ChatGPT-involved feedback in teaching practice by reducing the quantity of feedback, adjusting language complexity, and providing face-to-face guidance and training. These strategies aim to lower learners’ cognitive load and enhance their learning experience.

 

Keywords

Cognitive Appraisal Theory of Stress, coping, ChatGPT, feedback, teaching Chinese as a foreign language