Quillbot 辅助仿写练习对 EFL 大学生英语词汇习得和感知的影响

Il-Sun Hyun
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引用次数: 0

摘要

目的 本研究探讨了 Quillbot 辅助转述练习对 EFL 大学生英语词汇习得的影响以及他们对使用 Quillbot 转述器的态度。方法 将实验组(n = 17)和对照组(n = 18)分成两组,实验组使用 Quillbot 辅助转述器完成转述写作任务,对照组不使用 Quillbot 辅助转述器。两组学生每隔两周进行一次词汇测验,实验组学生则回答有关他们对使用 Quillbot-paraphraser的看法的问卷。通过曼-惠特尼 U 检验,对各组之间的测验分数进行了比较,并按内容分析了实验组对问卷的回答。结果 发现两组学生的词汇测验分数在统计学上没有显著差异,但对实验组学生的分析表明,Quillbot-paraphraser 的使用确实有助于他们的仿写表现,深入扩展了他们的词汇知识,帮助他们更好地理解句子结构,并使他们意识到句子的歪曲。结论 Quillbot--意译器仍然存在局限性,它所提供的句子歪曲了学生的本意,而且无法对其词汇选择提供详细解释。由此看来,学生自己必须要有一双敏锐的眼睛,才能发现人工智能工具所提供的结果中存在的问题。希望进一步的研究能引发对教师新角色的深入讨论,并发现实施人工智能工具辅助写作任务的新策略,呼吁教师在课堂上提供便利支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effects of Quillbot-assisted paraphrasing practice on EFL college students’ English vocabulary acquisition and perception
Objectives This study explored the effects of Quillbot-assisted paraphrasing practice on EFL college students’ English vocabulary acquisition and their attitude toward of Quillbot-paraphraser use. Methods Divided into two, the experimental group (n = 17) performed paraphrasing writing tasks with Quillbot-paraphraser whereas the control group (n = 18) completed the same tasks without it. The two groups took vocabulary quizzes at two-week intervals and the experimental group responded to the questionnaire concerning their perception toward Quillbot-paraphraser use. By Mann-Whitney U test, comparisons were made on each quiz score between the groups and the responses on the questionnaire of the experimental group were analyzed by content. Results The result found no statistically significant differences in the vocabulary quiz scores of the two groups, but the analyses of the students of the experimental group showed that Quillbot-paraphraser use certainly helped their paraphrasing performance, extending their vocabulary knowledge in depth, aiding them to comprehend sen-tence structures better, and making them aware of distorted sentences. Conclusions There remained limitations in that the Quillbot-paraphraser provided distorted sentences that were different from the students’ intended meanings and was unable to provide detailed explanations related to its vo-cabulary choices. Thus, it seems important students themselves to have an keen eyes to identify problems with the results provided by AI tools. It is hoped that further studies will lead to in-depth discussions on the new role of teachers and on discoveries of new strategies for implementing AI tool-assisted writing tasks, calling teachers’ facilitating supports in the classrooms.
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