<?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">ETI</journal-id><journal-title-group><journal-title>Education and Teaching Innovation</journal-title></journal-title-group><issn>2995-4894</issn><eissn>2995-4908</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/ETI.2026030003</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>生成式人工智能辅助英语口语练习对大学生口语焦虑的影响研究</title><url>https://artdesignp.com/journal/ETI/4/3/10.61369/ETI.2026030003</url><author>陈秋露</author><pub-date pub-type="publication-year"><year>2026</year></pub-date><volume>4</volume><issue>3</issue><history><date date-type="pub"><published-time>2026-03-20</published-time></date></history><abstract>为探究生成式人工智能用于英语口语练习时，对大学生口语焦虑产生的影响以及背后的作用路径，本研究选取西南地区某高校 160 名本科生与研究生作为调查对象，运用问卷调查法，结合技术接受模型与外语课堂焦虑理论，对生成式人工智能使用情况、口语自信与口语焦虑三者之间的关联展开分析。研究结果显示，生成式人工智能帮助大学生提升口语表达自信，而对口语焦虑的直接预测水平未到显著水平。这一结论能够为高校英语口语教学的数字化转型以及学习者焦虑干预工作，提供相应的实证参考。</abstract><keywords>生成式人工智能,英语口语练习,口语焦虑,口语自信,技术接受模型</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13 (3), 319&amp;ndash;340.[2]D&amp;ouml;rnyei, Z. (2009). The L2 motivational self system. In Z. D&amp;ouml;rnyei &amp;amp; E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9&amp;ndash;42). Multilingual Matters.[3] Hayashi, K. (2023). The effectiveness of ChatGPT in enhancing English language proficiency and reducing second language anxiety (L2). In Proceedings of WorldCALL 2023. IAFOR.[4] Horwitz, E. K., Horwitz, M. B., &amp;amp; Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125&amp;ndash;132.[5]Kohnke, L., Moorhouse, B. L., &amp;amp; Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54 (2), 537&amp;ndash;550.[6] MacIntyre, P. D., &amp;amp; Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44 (2), 283&amp;ndash;305.[7] Susoy, Z. (2025). Reducing anxiety and enhancing performance: The impact of AI chatbots versus human facilitation on EFL speaking assessment outcomes. Frontiers in Psychology, 16, 1745942.[8]Tai, T.-Y., &amp;amp; Chen, H. H.-J. (2024). Improving elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions. Computers &amp;amp; Education, 220, 105112.[9]Wang, C., Zou, B., Du, Y., &amp;amp; Wang, Z. (2024). The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence. System, 127, 103533.[10] 李婉彤，王毅. (2025). 当代大学生对生成式人工智能赋能的英语口语练习态度研究[J]. 创新与学习，9 (3).[11] 金银星，孙凤娟. (2025). 基于生成式人工智能的大学生英语口语愉悦情绪干预研究[J]. 外语教育研究前沿，8 (3), 97&amp;ndash;109.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
