University Learners' Readiness for ChatGPT-Assisted English Learning: Scale Development and Validation

IF 3.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH European Journal of Education Pub Date : 2024-12-21 DOI:10.1111/ejed.12886

Shuqiong Luo, Di Zou

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Abstract

Recent AI-based language learning research highlights learners' crucial role, yet university learner readiness in ChatGPT-based English learning remains unexplored. Accordingly, this current research attempted to develop and validate a tool to evaluate university learner readiness for ChatGPT-assisted English learning (LRCEL) to address the research gap that the prior instruments for language learners' readiness have not taken into account the features and characteristics of ChatGPT in language teaching and learning as well as students' achievement emotions. Three hundred and forty-seven Chinese university learners participated to help explore and confirm the constructs of the LRCEL. Guided by the theory of planned behaviour and the control-value theory of achievement emotions, results of first-order and second-order confirmatory factor analysis, exploratory structural equation modelling, convergent validity and discriminant validity supported an 18-item questionnaire comprising seven dimensions. The LRCEL has been proven valid and reliable, enabling educational educators to understand university learners' readiness for ChatGPT-supported English learning with domain-specific items.

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大学学习者对chatgpt辅助英语学习的准备：规模开发与验证

最近基于人工智能的语言学习研究强调了学习者的关键作用，但大学学习者在基于chatgpt的英语学习中的准备程度仍未得到探索。因此，本研究试图开发并验证一种工具来评估大学学习者对ChatGPT辅助英语学习（LRCEL）的准备情况，以解决先前语言学习者准备情况的工具没有考虑到ChatGPT在语言教学和学习中的特点和特征以及学生的成就情绪的研究空白。347名中国大学生参与了本研究，以帮助探索和确认LRCEL的结构。在计划行为理论和成就情绪控制价值理论的指导下，一阶和二阶验证性因子分析、探索性结构方程模型、收敛效度和判别效度的结果支持了一份包含7个维度的18项问卷。LRCEL已被证明是有效和可靠的，使教育工作者能够了解大学学习者对chatgpt支持的特定领域英语学习的准备情况。

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来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

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0.00%

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期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.