<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">EDTR</journal-id><journal-title-group><journal-title>Educational Theory Observation</journal-title></journal-title-group><issn>2995-5017</issn><eissn>2995-5025</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/EDTR.2025010022</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>数智技术赋能大学英语四六级口语课程的研究——以广州南方学院为例</title><url>https://artdesignp.com/journal/EDTR/3/1/10.61369/EDTR.2025010022</url><author>倪琪</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>3</volume><issue>1</issue><history><date date-type="pub"><published-time>2025-01-20</published-time></date></history><abstract>本研究探讨数智技术在大学英语四六级口语教学中的应用效果。基于广州南方学院选修该课程学生的问卷调查与访谈数据，结合定量与定性分析方法，研究发现数智技术显著优化了学生学习习惯，提升自我效能感，缓解口语焦虑。但其在理解复杂指令、给予个性化反馈方面仍有不足。建议教师优化课堂设计，转变教师角色，结合数智技术与人工指导，以更精准地对接四六级口语考试标准，全面提升学生口语能力。</abstract><keywords>数智技术,人工智能,四六级口语</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]何其莘、黄源深、秦秀白、陈建平 .2008．近三十年来我国高校英语专业教学回顾与展望 [J].外语教学与研究 (11):427-432．
[2]金艳 ,杨惠中 .走中国特色的语言测试道路 :大学英语四、六级考试三十年的启示 [J].外语界 ,2018,(02):29-39.
[3]陆小飞 ,廖剑 ,许琪 .教育机器人在外语口语教学中的应用研究现状及前瞻 [J].外语界 ,2021,(01):11-19.
[4]张洁 .移动技术支持的大学英语混合式听说教学模式研究 [D].东北师范大学 ,2011.
[5]陈英 .二语动机自我系统、自我效能感、语言焦虑和课堂口语参与动机行为的关系研究 [J].外语学刊 ,2019,(01):63-70.
[6]Dornyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition.
[7]Freiermuth, M. R. (2020). Introduction and overview: The inescapable confluence of technology, psychology and second language learners and users. In M. R. Freiermuth,&amp;amp; N. Zarrinabadi (Eds.), Technology and the psychology of second language learners and users (pp. 3&amp;ndash;32). Palgrave Macmillan.
[8]Peng, J. (2019). The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English. System, 82, 161&amp;ndash;173.
[9]Fathi J, Rahimi M, Derakhshan A. Improving EFL learners&amp;rsquo; speaking skills and willingness to communicate via artificial intelligence-mediated interactions[J]. System,2024, 121: 103254.
[10]徐锦芬 ,寇金南 .大学生英语学习焦虑自我调节策略研究 [J].外语学刊 ,2015,(02):102-107.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
