高校外语教师AI写作评价中人机互动的认知与情感研究

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[中图分类号] H319 [文献标识码］A [文献编号] 1002-2643（2025）05-0055-11

Abstract：This study investigates the human-Al interaction processes involved in university EFL teachers’engagement with Al-supported writing assessment，focusing on the cognitive and emotional mechanisms underpinning their acts of delegation. Drawing on multiple rounds of interviews with eight writing instructors and a colection of relevant textual data generated during Al-assisted assessment， the study employs thematic analysis to identify paterns in teachers’ practices. Findings show that teachers engage in internal negotiation between general assessment principles and taskspecific pedagogical knowledge when deciding whether an assessment task is suitable for Al delegation.In the course of interacting with Al-generated feedback，they also conduct external negotiation by selectively accepting，modifying，or rejecting Al suggestions based on instructional goals and student profiles. Furthermore， teachers’emotional states，shaped both byprior expectations of Al performance and by real-time experiences during interaction，play a crucial role in shaping the consistency and depth of their delegation behaviours.

Key words： Al-supported writing assessment; human-Al collboration; teacher knowledge； emotional regulation；interactional competence

1.引言

随着人工智能（AI）技术迅速融入外语教育实践，教师与AI之间的互动被广泛认为是实现教学赋能的关键机制（Sundar，2020）。（剩余11538字）