Reaserch On The Application Of Educational AI In Writing After Reading In The Background Of The New College Entrance Examination

With the promulgation of the reform plan for the college entrance examination and the evaluation system for the Chinese college entrance examination,the promotion of the new curriculum standards for high school English,and the development of artificial intelligence in the field of education,the integration of artificial intelligence and English teaching has become increasingly close.And there are more and more artificial intelligence platforms applied to the teaching of English writing,making it possible to apply artificial intelligence to the teaching of writing after reading.Based on the existing literature at home and abroad,the interaction and collaboration theory,process writing theory,and formative evaluation theory,this article conducts a research on the application status of educational artificial intelligence in writing after reading.The research objects of this article are senior high school English teachers and students,with samples of 45 teachers and 498 students.The research is conducted using questionnaires,semi-structured interviews,and case analysis methods.Adapting the questionnaire developed by scholars such as Venkatesh et al.(2003)based on the “Unified Theory of Acceptance and Use of Technology(UTAUT)”,the dimensions of the questionnaire are determined to be “Performance Expectation(PE)”,“Effort Expectation(EE)”,“Social Impact(SI)”,“Facilitating Condition(FC)” and “Use Intention(UI)”.Based on the questionnaire survey,3 teachers and 10 students are interviewed,and a case analysis is conducted to design the teaching model of educational artificial intelligence in writing after reading.The purpose of this study is to answer the following four questions:(1)What is the current situation of the application of AI in writing after reading in the context of the new college entrance examination?(2)What factors affect the application of educational AI in writing after reading?(3)What is the correlation between the application of educational AI and various factors?(4)How can we design the teaching mode of educational AI in writing after reading?The research results are summarized as follows: for teachers,(1)most English teachers have used the educational AI system in the teaching of writing after reading,and there are certain needs at present.(2)Female teachers are more likely to beinfluenced by others when using educational AI in writing after reading,and male teachers have stronger use intention;the scores of young teachers on PE,EE,SI,UI are significantly higher than those of older teachers;teachers with short teaching experience scored significantly higher than teachers with high teaching experience in EE,SI and UI;teachers with higher educational qualifications have higher PE and UI;there is no significant difference in all factors in the teaching stage.(3)Teachers’ UI of educational AI is positively correlated with PE,EE and SI.(4)The regression equation between UI(Y1)and PE(X1),EE(X2),SI(X3)and FC(X4)of educational AI is Y1=0.298+0.268 * X1+0.235 * X2+0.262 * X3.For students,(1)students in the new era use educational AI platforms more frequently.(2)There is no significant difference in the gender of students on all factors;students with registered residence in urban areas scored higher than those with registered residence in rural areas in terms of EE,SI,FC and UI.(3)There is a significant positive correlation between the UI of educational AI and PE,EE,SI and FC.(4)The regression equation between the UI(Y2)and PE(X1),EE(X2),SI(X3)and FC(X4)of educational AI is Y2=1.030+0.205 * X1+0.139 * X2+0.115 * X3+0.232 * X4.The above conclusions are further verified through semi-structured interviews.Through the analysis of the questionnaire,interview results and teaching cases,the author has carried out a detailed design of the teaching mode for writing after reading in pre-writing,while-writing and post-writing,in order to provide some reference for the use of educational AI system in the writing after reading teaching practice.There are three innovations in this study: first,the research field is innovative,and the research of educational AI in the field of writing after reading is less.The second is the innovation of research tools.The questionnaire is designed based on UTAUT developed by scholars such as Venkatesh et al.(2003).The third is the innovation of the research object.The research on high school teachers and students fills the blank of the research object.