نوع مقاله : مقاله پژوهشی
نویسنده
دانشیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران
چکیده
هدف این پژوهش بررسی چگونگی تأثیر ویژگی‌های شخصیتی (برون‌گرایان و درون‌گرایان) بر استفاده از نشانگرهای متاخطاب در نویسندگی توضیحی زبان‌آموزان انگلیسی به عنوان زبان خارجی (EFL) است؛ به طور خاص در استفاده از دو چت‌بات هوش مصنوعی، جمینی و مایکروسافت کاپایلوت. علاوه بر این، در این پژوهش به تجزیه و تحلیل تجربیات و ترجیحات زبان‌آموزان در تعامل با این چت‌بات‌ها برای درک ادراکات و رضایت کلی آن‌ها پرداخته شد. شرکت‌کنندگان شامل 150 زبان‌آموز زن و مرد پیشرفته بودند که به صورت تصادفی به چهار گروه آزمایشی تقسیم شدند: زبان‌آموزان برون‌گرای جمینی، زبان‌آموزان درون‌گرای جمینی، زبان‌آموزان برون‌گرای مایکروسافت کاپایلوت، زبان‌آموزان درون‌گرای مایکروسافت کاپایلوت و یک گروه کنترل. در طول مدت درمان که هشت جلسه به طول انجامید، دو گروه جمینی از هوش مصنوعی جمینی برای بحث و بررسی نشانگرهای متاخطاب بر روی یک صفحه کامپیوتر استفاده کردند و دو گروه مایکروسافت کاپایلوت از نشانگرهای متاخطاب از طریق هوش مصنوعی مایکروسافت کاپایلوت بهره‌مند شدند. گروه کنترل روش‌های آموزش مرسوم شامل خواندن مطالب درسی مشخص را دریافت کرد. نتایج تحلیل کوواریانس یک‌طرفه نشان داد که گروه درون‌گرای جمینی در آزمون پایانی شناسایی و تحقق نشانگرهای متاخطاب نسبت به سه گروه دیگر عملکرد بهتری داشتند. با این حال، مقایسه‌های پساهاوک تفاوت‌های معناداری بین گروه‌های مختلف در شناسایی نشانگرهای متاخطاب نشان داد. علاوه بر این، در آزمون پس از درمان، پیشرفت در هر دو گروه زبان‌آموزان درون‌گرا و برون‌گرای مایکروسافت کاپایلوت در تحقق نشانگرهای متاخطاب در نویسندگی توضیحی مشاهده شد. گروه برون‌گرای جمینی و گروه کنترل نسبت به دیگر گروه‌ها عملکرد ضعیف‌تری داشتند. نتایج مصاحبه نیمه‌ساختاریافته از طریق نرم‌افزار MAXQDA (نسخه 2022) تحلیل شد. نتایج این مطالعه نشان می‌دهد که استفاده از مایکروسافت کاپایلوت به طور هم‌زمان به زبان‌آموزان درون‌گرا و برون‌گرا کمک می‌کند تا عملکرد نویسندگی توضیحی خود را از طریق تحقق متاخطاب توسعه دهند.
کلیدواژه‌ها
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