用ChatGPT反馈提升翻译修改参与度，揭示学生互动机制
Integrating AI for Enhanced Feedback in Translation Revision- A Mixed-Methods Investigation of Student Engagement
- 结合实验与多方法分析，研究学生在翻译修改中使用AI反馈的行为
- 学生虽能理解反馈，但认知投入高，情感满意度中等，行为受认知情感双重影响
- 为AI工具融入翻译教学提供实证依据，适合教育技术研究者参考
尽管反馈在教育中作用显著，但人工智能生成的反馈（如ChatGPT）在翻译教育中的应用仍研究不足。本研究通过混合方法，结合翻译与修改实验，分析学生在修改过程中对ChatGPT生成反馈的反应、修改前后的译文、修改过程及反思。结果显示，学生在修改中投入了大量认知努力，尽管反馈可理解；情感上对反馈模型持中等满意度；行为上主要受认知和情感因素驱动，存在部分不一致现象。研究揭示了认知、情感与行为维度间的复杂关联，为AI反馈在翻译教学中的应用提供了新见解，并拓展了未来在语言教学中整合AI工具的研究方向。
原文摘要 · Abstract (English)
Despite the well-established importance of feedback in education, the application of Artificial Intelligence (AI)-generated feedback, particularly from language models like ChatGPT, remains understudied in translation education. This study investigates the engagement of master's students in translation with ChatGPT-generated feedback during their revision process. A mixed-methods approach, combining a translation-and-revision experiment with quantitative and qualitative analyses, was employed to examine the feedback, translations pre-and post-revision, the revision process, and student reflections. The results reveal complex interrelations among cognitive, affective, and behavioural dimensions influencing students' engagement with AI feedback and their subsequent revisions. Specifically, the findings indicate that students invested considerable cognitive effort in the revision process, despite finding the feedback comprehensible. Additionally, they exhibited moderate affective satisfaction with the feedback model. Behaviourally, their actions were largely influenced by cognitive and affective factors, although some inconsistencies were observed. This research provides novel insights into the potential applications of AI-generated feedback in translation teachingand opens avenues for further investigation into the integration of AI tools in language teaching settings.
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