Rethinking Higher Education/Chapter 5/en-zh - Revision history

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 | ''(zu übersetzen)''Golonka,E.M., Bowles,A.R., Frank,V.M., Richardson,D.L., & Freynik,S.(2014).《外语学习技术：技术类型及其有效性综述》.《计算机辅助语言学习》,27(1),70–105.
 |-
-| style="background:#eef;" | '''Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.'''
+| style="background:#eef;" | '''Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Horwitz,E.K., Horwitz,M.B., & Cope,J.(1986).《外语课堂焦虑》.《现代语言杂志》,70(2),125-132.
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 | style="background:#eef;" | '''Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning — Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Huang,W., Hew,K.F., & Fryer,L.K.(2022).《聊天机器人用于语言学习——它们真的有用吗？一项关于聊天机器人辅助语言学习的系统性综述》.《计算机辅助学习杂志》,38（1）,237-257.
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-| style="background:#eef;" | '''Jeon, J. (2022). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning, 37(1–2), 1–26.'''
+| style="background:#eef;" | '''Jeon, J. (2022). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning, 37(1-2), 1-26.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Jeon,J.(2022).《探索外语课堂中AI聊天机器人的可供性：年轻学习者的经验与看法》.《计算机辅助语言学习》,37(1-2),1-26.
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 | style="background:#eef;" | '''Kim, N. Y. (2019). A study on the use of artificial intelligence chatbots for improving English grammar skills. Journal of Digital Convergence, 17(8), 37–46.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Kim,N.Y.(2019).《利用人工智能聊天机器人提升英语语法技能的研究》.《数字融合研究》,17(8),37-46.
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 | style="background:#eef;" | '''Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Krashen,S.D.(1982).《第二语言习得的原则与实践》.培格曼出版社.
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 | style="background:#eef;" | '''Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Lai,C., & Zheng,D.(2018).《课外移动设备的自主性语言学习使用》.《ReCALL期刊》,30(3),299–318.
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 | style="background:#eef;" | '''Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of Second Language Acquisition (pp. 413–468). Academic Press.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Long,M.H.(1996).《语言环境在第二语言习得中的作用》.载于 W.C. Ritchie & T.K. Bhatia（编）,《第二语言习得手册》(第413-468页).学术出版社.
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 | style="background:#eef;" | '''Lu, F. (this volume). AI in Chinese teaching: Opportunities and challenges from the perspective of critical thinking.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''方璐(本卷).《中文教学中的人工智能：批判性视角的机遇与挑战》.
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 | style="background:#eef;" | '''MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''acIntyre,P.D., & Gardner,R.C.(1994).《语言焦虑对第二语言认知加工的微妙影响》.《语言学习》,44(2),283-305.
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 | style="background:#eef;" | '''Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 97–114). Oxford University Press.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Swain,M.(2000).《输出假说及展望：通过协作对话中介习得》.载于 J.P. Lantolf（编）,《社会文化理论与第二语言学习》(第97-114页).牛津大学出版社.
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 | style="background:#eef;" | '''World Economic Forum. (2025). The Future of Jobs Report 2025. Geneva: WEF.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''世界经济论坛.(2025).《2025年未来就业报告》.日内瓦：世界经济论坛.
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 | style="background:#eef;" | '''<references />'''

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 | style="background:#eef;" | '''Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition. Cambridge University Press.'''
-| ''(zu übersetzen)''查普尔，C. A. (2001). 《第二语言习得中的计算机应用》. 剑桥大学出版社.
+| ''(zu übersetzen)''Chapelle,C.A.(2001).《第二语言习得中的计算机应用》.剑桥大学出版社.
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 | style="background:#eef;" | '''Döring, O. (this volume). AI and pedagogy: Between artificial intelligence and human understanding.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Döring,O.（本卷）.《人工智能与教学法：在人工智能与人类理解之间》.
 |-
 | style="background:#eef;" | '''Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93(s1), 719–740.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Garrett,N.(2009).《计算机辅助语言学习的发展趋势与议题再探：融合创新》.《现代语言杂志》,93（增刊1）,719–740.
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 | style="background:#eef;" | '''Godwin-Jones, R. (2015). Contributing, creating, curating: Digital literacies for language learners. Language Learning & Technology, 19(3), 8–20.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Godwin-Jones,R.(2015).《贡献、创造、策展：面向语言学习者的数字素养》.《语言学习与技术》,19(3),8–20.
 |-
 | style="background:#eef;" | '''Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''Golonka,E.M., Bowles,A.R., Frank,V.M., Richardson,D.L., & Freynik,S.(2014).《外语学习技术：技术类型及其有效性综述》.《计算机辅助语言学习》,27(1),70–105.
 |-
 | style="background:#eef;" | '''Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.'''

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 | style="background:#eef;" | '''The integration of artificial intelligence into language education has moved from speculative futurism to daily practice with remarkable speed. Chinese university students in 2025 routinely use AI chatbots — ChatGPT, Kimi, DeepSeek, Doubao — as conversation partners, pronunciation coaches, grammar checkers, and vocabulary tutors. Yet the empirical evidence for whether AI-assisted language learning produces better outcomes than traditional human instruction remains surprisingly thin. Most existing studies are small-scale, focus on a single AI tool, or measure outcomes over very short periods. What is missing is a comparative study that examines not only learning outcomes but also the motivational, attitudinal, and perceptual dimensions of AI-assisted versus human-taught language learning.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''人工智能融入语言教育的速度之快，已使其从充满想象的未来图景迅速转变为日常实践。至2025年，中国大学生已普遍将ChatGPT、Kimi、DeepSeek、豆包等AI聊天机器人用作会话伙伴、发音教练、语法校对员和词汇导师。然而，关于人工智能辅助语言学习是否优于传统人工教学，其实证依据仍出人意料地匮乏。现有研究大多规模有限，或聚焦于单一AI工具，或仅在极短时间内测量学习效果。当前尤为缺失的是一项比较研究：它不仅应考察学习成果，还需深入探究人工智能辅助与传统课堂教学在学习动机、学习态度及感知体验等维度的差异。
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 | style="background:#eef;" | '''This study addresses that gap. We surveyed 133 Chinese university students — 85 who chose or were assigned to learn a foreign language with AI assistance, and 48 who learned with human teachers — after approximately one month of study. The survey instrument, comprising 126 variables, captures demographics, prior language knowledge, daily study time, reasons for group choice, AI usage methods, feedback quality perceptions, self-assessed improvement across ten specific skill areas, the importance of twelve sensory and social modalities in learning, and attitudes toward fourteen aspects of AI in education and society.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''本研究旨在填补这一空白。我们对133名中国大学生展开了调查——其中85人自主选择或通过分配进入人工智能辅助外语学习组，其余48人则在人类教师指导下学习——调研时段覆盖约一个月的学习周期。所使用的调查问卷包含126个变量，系统采集了受试者的 demographic 信息、既有语言基础、日均学习时长、组别选择动因、AI使用方式、对反馈质量的感知、在十个具体技能领域的自评提升程度、学习中十二种感官与社会模态的重要性权重，以及对教育与社会中人工智能十四个维度的态度倾向。
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 | style="background:#eef;" | '''Our findings are situated within a growing body of work on digital education in China and Europe, including the qualitative case studies of Fang Lu (this volume), who examined AI’s effects on critical thinking in Chinese language courses at Boston College, and the philosophical analysis of Ole Döring (this volume), who interrogates the conceptual foundations of „artificial intelligence“ in pedagogical contexts. Where Fang Lu provides depth through individual cases and Döring provides philosophical breadth, we contribute breadth through quantitative comparison across a substantial participant pool.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''本研究立足于中欧数字教育领域日益丰富的学术脉络之中。我们既呼应了方璐（本卷）的定性案例研究——她深入考察了人工智能对波士顿学院中文课程中批判性思维的影响；也关联了Ole Döring（本卷）的哲学分析——他对教学语境下“人工智能”的概念基础进行了深刻审视。方璐通过个案提供了研究深度，Döring通过哲学提供了思想广度，而我们则通过对大规模受试者群体的定量比较，为该领域贡献了实证广度。
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 | style="background:#eef;" | ''''''2. Literature Review''''''
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+| ''(zu übersetzen)''2.文献综述
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 | style="background:#eef;" | ''''''2.1 AI in Language Education: The State of the Art''''''
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+| ''(zu übersetzen)''2.12.1 语言教育中的人工智能：研究现状
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 | style="background:#eef;" | '''The application of technology to language learning has a long history, from language laboratories in the 1960s through Computer-Assisted Language Learning (CALL) in the 1990s to the current generation of AI-powered tools. Chapelle (2001) provided an early framework for evaluating technology in second language acquisition, emphasising the importance of language learning potential, learner fit, and practical considerations. Golonka et al. (2014) reviewed 350 studies on technology types in foreign language learning and found that while technology shows promise for vocabulary acquisition and reading comprehension, evidence for speaking and writing gains was limited.'''
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 | style="background:#eef;" | '''The emergence of large language models (LLMs) — ChatGPT, Claude, and their Chinese counterparts Kimi, DeepSeek, and Doubao — has fundamentally changed the landscape. Unlike earlier chatbots that relied on scripted dialogues and keyword matching, LLM-based chatbots can sustain open-ended, contextually appropriate conversations across virtually any topic. Huang, Hew, and Fryer (2022) conducted a systematic review of chatbot-supported language learning and found positive effects on vocabulary acquisition and speaking confidence, but noted that most studies suffered from small sample sizes, short durations, and lack of control groups.'''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''大语言模型（LLMs）——如ChatGPT、Claude及其中国对应产品Kimi、DeepSeek与豆包——的兴起，从根本上改变了这一格局。与早期依赖预设对话脚本与关键词匹配的聊天机器人不同，基于LLM的聊天机器人能够在几乎任何主题下维持开放式、语境适配的对话。Huang、Hew与Fryer（2022）对聊天机器人辅助语言学习进行了系统性综述，发现其对词汇习得与口语信心具有积极影响，但同时指出，多数研究存在样本量小、周期短及缺乏对照组等局限。
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 | style="background:#eef;" | '''Jeon (2022) explored AI chatbot affordances with young Korean EFL learners and found that students appreciated the chatbot’s patience, availability, and non-judgmental nature — findings that our data strongly corroborate. Kim (2019) reported that AI chatbot interaction improved English grammar skills among Korean university students, a finding that our data only partially support (grammar improvement was actually lower in our AI group).'''

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 | style="background:#eef;" | '''This study compares the self-reported learning outcomes, motivations, and attitudes of 133 Chinese university students learning a foreign language — 85 in an AI-assisted group and 48 in a traditional human-teacher group — over a period of approximately one month. Drawing on a comprehensive survey instrument with 126 variables covering demographics, learning methods, sensory modality preferences, attitudes toward AI in education, and self-assessed improvement across ten language skill areas, the study finds a complex picture that challenges both techno-optimistic and techno-pessimistic narratives. The human-teacher group reported higher overall improvement (63.2% vs. 51.9%), yet the AI group reported greater gains in speaking and listening — precisely the interactive skills that AI chatbots are designed to practise. Both groups expressed strong preference for human teachers, but the AI group simultaneously valued AI’s availability, speed, and pressure-free environment. Attitudes toward AI autonomy were cautious in both groups: over 70% agreed that AI needs ethical control, and fewer than 20% endorsed AI dominance over humans. These findings contribute to the growing literature on AI in language education and are discussed in relation to the qualitative findings of Fang Lu (this volume) and the philosophical framework of Ole Döring (this volume).'''
 | ''(zu übersetzen)''本研究通过一项为期约一个月的追踪调查，对比了133名中国大学生在外语学习中的自陈学习成果、动机与态度。其中85名学生属于人工智能辅助组，48名学生属于传统人类教师组。研究采用包含126个变量的综合调查问卷，涵盖人口统计学特征、学习方法、感官模态偏好、对教育中人工智能的态度，以及在十个语言技能领域的自评提升情况。研究发现呈现出复杂的图景，对技术乐观主义与技术悲观主义两种叙事均构成挑战。
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 | style="background:#eef;" | '''''Keywords: AI-assisted language learning'', comparative study'', foreign language education'', human-AI interaction'', digital education'', sensory modalities'', student attitudes'', China'', European Union'', complementarity thesis'''''
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 | style="background:#eef;" | ''''''1. Introduction''''''
-| ''(zu übersetzen)''
+| ''(zu übersetzen)''1.介绍
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 | style="background:#eef;" | '''The integration of artificial intelligence into language education has moved from speculative futurism to daily practice with remarkable speed. Chinese university students in 2025 routinely use AI chatbots — ChatGPT, Kimi, DeepSeek, Doubao — as conversation partners, pronunciation coaches, grammar checkers, and vocabulary tutors. Yet the empirical evidence for whether AI-assisted language learning produces better outcomes than traditional human instruction remains surprisingly thin. Most existing studies are small-scale, focus on a single AI tool, or measure outcomes over very short periods. What is missing is a comparative study that examines not only learning outcomes but also the motivational, attitudinal, and perceptual dimensions of AI-assisted versus human-taught language learning.'''