<?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.2025090006</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>AI赋能英语学习的三元互动机制：想象身份、能动性与投入度</title><url>https://artdesignp.com/journal/EDTR/3/9/10.61369/EDTR.2025090006</url><author>齐丽霞</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>3</volume><issue>9</issue><history><date date-type="pub"><published-time>2025-09-20</published-time></date></history><abstract>在AI技术赋能英语教育的背景下，学生的语言学习过程正从&amp;ldquo;单向知识接收&amp;rdquo;转向为一种动态互动系统，该系统以想象身份、能动性与投入度在不同情境中的相互作用为核心。本文以诺顿的想象身份、投资理论及艾亨、齐默尔曼的能动性理论为基础框架，从理论层面解析三者之间的互动逻辑：想象身份为能动性提供目标导向，能动性为投入度注入主体动力，而投入度则进一步强化想象身份的实践意义。AI技术凭借其场景模拟、即时反馈与个性化适配三大功能，成为推动三者良性互动的赋能载体，有效破解传统语言学习中能动性不足与投入效率低下的困境。本研究旨在为AI英语教学提供理论参考，并推动技术语境下语言学习主体心理机制的深入探讨。</abstract><keywords>AI赋能,英语学习,想象身份,能动性,投入度</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30(1), 109-137.[2] Norton, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.[3] Norton, B. (2001). Non-participation, imagined communities, and the language classroom. In M. Breen (Ed.), Learner contributions to language learning: New directions in research(pp. 159-171). Pearson Education.[4] Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters.[5] Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, &amp;amp; R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance(pp. 705-722). Cambridge University Press.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
