{"title":"第二语言写作焦虑与采用 ChatGPT 作为自动写作评估工具","authors":"Zhifang Liu","doi":"10.1108/jarhe-06-2024-0260","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>This study examines the relationship between the writing anxiety experienced by English second language learners and their intention to employ ChatGPT for their academic writing as an automated writing evaluation tool. This research integrates writing anxiety as an additional variable to understand how much writing anxiety affects the perceived usefulness of ChatGPT as an automated writing evaluation tool, perceived ease of use of ChatGPT, and attitude towards using ChatGPT as an automated writing evaluation tool for their academic writing with the technology acceptance model (TAM) as a theoretical framework.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>This is a cross-sectional study, with SEM PLS to analysis data collected from 639 undergraduate students.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>This study found that writing anxiety significantly affects perceived ease of use of ChatGPT as an automated writing evaluation tool, and attitude towards using ChatGPT. Altogether they both influence students’ intention to use the ChatGPT as an automated writing evaluation tool.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>This study contributes to the understanding of students intention to use ChatGPT as an automated writing evaluation tool when they suffer from writing anxiety.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"30 1","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Second language writing anxiety and ChatGPT adoption as an automated writing evaluation tool\",\"authors\":\"Zhifang Liu\",\"doi\":\"10.1108/jarhe-06-2024-0260\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>This study examines the relationship between the writing anxiety experienced by English second language learners and their intention to employ ChatGPT for their academic writing as an automated writing evaluation tool. This research integrates writing anxiety as an additional variable to understand how much writing anxiety affects the perceived usefulness of ChatGPT as an automated writing evaluation tool, perceived ease of use of ChatGPT, and attitude towards using ChatGPT as an automated writing evaluation tool for their academic writing with the technology acceptance model (TAM) as a theoretical framework.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>This is a cross-sectional study, with SEM PLS to analysis data collected from 639 undergraduate students.</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>This study found that writing anxiety significantly affects perceived ease of use of ChatGPT as an automated writing evaluation tool, and attitude towards using ChatGPT. Altogether they both influence students’ intention to use the ChatGPT as an automated writing evaluation tool.</p><!--/ Abstract__block -->\\n<h3>Originality/value</h3>\\n<p>This study contributes to the understanding of students intention to use ChatGPT as an automated writing evaluation tool when they suffer from writing anxiety.</p><!--/ Abstract__block -->\",\"PeriodicalId\":45508,\"journal\":{\"name\":\"Journal of Applied Research in Higher Education\",\"volume\":\"30 1\",\"pages\":\"\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-09-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Applied Research in Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/jarhe-06-2024-0260\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Applied Research in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/jarhe-06-2024-0260","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Second language writing anxiety and ChatGPT adoption as an automated writing evaluation tool
Purpose
This study examines the relationship between the writing anxiety experienced by English second language learners and their intention to employ ChatGPT for their academic writing as an automated writing evaluation tool. This research integrates writing anxiety as an additional variable to understand how much writing anxiety affects the perceived usefulness of ChatGPT as an automated writing evaluation tool, perceived ease of use of ChatGPT, and attitude towards using ChatGPT as an automated writing evaluation tool for their academic writing with the technology acceptance model (TAM) as a theoretical framework.
Design/methodology/approach
This is a cross-sectional study, with SEM PLS to analysis data collected from 639 undergraduate students.
Findings
This study found that writing anxiety significantly affects perceived ease of use of ChatGPT as an automated writing evaluation tool, and attitude towards using ChatGPT. Altogether they both influence students’ intention to use the ChatGPT as an automated writing evaluation tool.
Originality/value
This study contributes to the understanding of students intention to use ChatGPT as an automated writing evaluation tool when they suffer from writing anxiety.
期刊介绍：
Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
