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陈奕安 

重庆大学，中国

 

陈泽豪

广西民族大学，中国

 

李小辉

重庆大学，中国

 

摘要

为探究生成式人工智能对来华留学生口语课堂中文学习情绪与交际意愿的影响，本研究采用混合研究法，以中国某高校语言进修项目中 62 名中高级汉语学习者为对象，在口语课堂中引入生成式人工智能口语助手豆包开展阶段性教学干预。研究通过前后测问卷考察学习者课堂愉悦、课堂焦虑和交际意愿三个变量的变化，并结合半结构化访谈深入分析其在人机口语互动中的学业成就情绪。研究结果表明，学习者的课堂愉悦情绪显著提升，而课堂焦虑与交际意愿未发生显著变化。质性访谈进一步揭示，学习者在互动中整体以愉悦、放松和安心等积极情绪为主，但也伴有焦虑和无聊等消极体验。本研究为国际中文口语教学中的技术应用提供了实证参考。

 

关键词

国际中文教育，生成式人工智能，汉语口语，学习情绪

 

The Impact of GenAI Speaking Assistant on International Chinese Learners' Enjoyment, Anxiety, and Willingness to Communicate

 

Yi’an Chen

Chongqing University, China

 

Zehao Chen

Guangxi Minzu University, China

 

Xiaohui Li

Chongqing University, China

 

Abstract

To examine the impact of generative artificial intelligence on learners’ emotions and willingness to communicate in a Chinese as a second language speaking class, this study adopted a mixedmethods design by involving 62 upper-intermediate and advanced Chinese learners enrolled in a language training program at a university in China. Through a period of instructional intervention with the introduction of a speaking assistant Doubao, this study used pre-test and post-test questionnaires to investigate learners’ classroom enjoyment, classroom anxiety, and willingness to communicate. In addition, semi-structured interviews were conducted to provide an in-depth analysis of learners’ achievement emotions during human-AI oral interaction. The results showed that learners’ classroom enjoyment increased significantly, whereas no significant changes were found in classroom anxiety or willingness to communicate. Qualitative interview data further revealed that learners generally experienced positive emotions such as enjoyment, relaxation, and reassurance, although occasional negative emotions such as anxiety and boredom were also reported. This study provides empirical evidence for the application of technology in international Chinese speaking instruction.

 

Keywords

International Chinese language education, generative artificial intelligence, Chinese language speaking, learning emotions