標(biāo)題：Unleashing pre-service language teachers’ productivity with generative AI: Emotions, appraisal and coping strategies
報(bào)告時(shí)間：2025年12月10日（星期三）19:00-20:30
報(bào)告地點(diǎn)：騰訊會(huì)議 547-428-100
主講人：尹弘飆
主辦單位：外國(guó)語(yǔ)學(xué)院
報(bào)告內(nèi)容簡(jiǎn)介：
The potential of Generative Artificial Intelligence (AI) in language education has been widely recognized. However, there has been limited attention given to the emotional experiences of language teachers using AI and its relationship with AI-enabled productivity. By investigating 1,683 pre-service language teachers’ experiences of using generative AI in their teaching practicum or learning, this study explored how teachers’ emotional responses to AI use in teaching and learning are related to their AI-enabled productivity through the mediation of appraisal and coping. We uncovered several key findings: (1) achievement, challenge, and loss emotions were directly and/or indirectly related to AI-enabled productivity, while deterrence emotions were not; (2) achievement and challenge emotions were positively correlated with challenge appraisal and negatively correlated with hindrance appraisal, whereas loss and deterrence emotions showed the opposite pattern of correlation; (3) challenge emotions were positively related to approach-oriented coping, while loss and deterrence emotions were positively associated with avoidance-oriented coping; (4) among the coping strategies, only positive reinterpretation was positively associated with AI-enabled productivity; and (5) challenge appraisal and positive reinterpretation were significant mediators in the relationships between emotions and AI-enabled productivity, either separately or sequentially. These findings provide valuable insights for future research and practice, aiming to support the application of generative AI in the context of language education.
主講人簡(jiǎn)介：
尹弘飚，香港中文大學(xué)教育學(xué)院課程與教學(xué)系教授、系主任，香港教育研究所所長(zhǎng)，教育研究與學(xué)校改進(jìn)中心主任；劍橋大學(xué)Clare Hall終身成員；國(guó)家級(jí)高層次領(lǐng)軍人才，華東師范大學(xué)、山東大學(xué)、河南大學(xué)等校客座教授。研究興趣主要包括教師學(xué)習(xí)、教師情緒、課程改革與高校教學(xué)，在Educational Research Review、Teaching and Teacher Education、Higher Education、《教育研究》《高等教育研究》《華東師范大學(xué)學(xué)報(bào)（教育科學(xué)版）》等國(guó)際國(guó)內(nèi)學(xué)術(shù)期刊發(fā)表論文270余篇。2020年以來(lái)連續(xù)入選斯坦福大學(xué)“全球前2%高引用頂尖科學(xué)家”名單，同時(shí)入選ScholarGPS評(píng)選的2024年度課程與教學(xué)論學(xué)科高排名學(xué)者（近五年），躋身該領(lǐng)域全球前0.05%頂尖學(xué)者之列。現(xiàn)為Teaching and Teacher Education（SSCI, Elsevier）與Future in Educational Research（Wiley）聯(lián)席主編，Teachers and Teaching（SSCI, Taylor & Francis）顧問(wèn)編輯，長(zhǎng)期擔(dān)任The Asia-Pacific Education Researcher（SSCI, Springer）、European Journal of Education（SSCI, Wiley）、《華東師范大學(xué)學(xué)報(bào)（教育科學(xué)版）》（CSSCI）、《北京大學(xué)教育評(píng)論》（CSSCI）、《全球教育展望》（CSSCI）等刊編委。
