運用ChatGPT降低高中生英文寫作焦慮與提升英文寫作能力之行動研究

Abstract

本研究旨在探究生成式人工智慧工具ChatGPT應用於高中英文寫作教學時，對學生寫作焦慮與寫作能力之影響。研究採行動研究法，以新北市一所高中的59位十二年級學生為對象，為期六週，進行前測、教學介入與後測。教學活動聚焦於英文自我介紹寫作，並融入提示工程訓練，引導學生運用ChatGPT進行構思、語言潤飾與句構優化。透過焦慮量表、寫作成就評量、學生訪談、觀課紀錄與教師省思等多元資料，分析學生在學習歷程中情緒與能力的變化。研究結果顯示，學生在使用ChatGPT輔助英文寫作後，英文寫作焦慮顯著降低，且其作品在內容完整性、語言表達與結構組織上有明顯進步。此外，教師亦於教學實踐中累積專業反思與課程設計能力。本研究結論指出ChatGPT若能與有效的提示工程策略與課室引導結合，能有效降低學生焦慮、提升語言產出品質，並促進師生教學互動與反思。然而，AI不應取代學生思考歷程，而應作為寫作發展的輔助工具。未來在設計英文寫作課程時可納入生成式AI使用與提示設計之教學，提升學生AI素養與自我調節能力，融合同儕互評與自我反思活動，引導學生內化AI輔助為寫作策略，進而培養批判性與創造性表達能力。This study explored the impact of integrating ChatGPT—a generative AI tool—into English writing instruction on reducing students' writing anxiety and enhancing their writing skills in senior high school. Adopting an action research design, the study involved 59 twelfth-grade students from a high school in New Taipei City over a six-week period. The instructional intervention included pre-tests, writing tasks centered on self-introduction and brochure writing, and post-tests. Prompt engineering was embedded in the curriculum to guide students in using ChatGPT for brainstorming, language refinement, and structural revision. Data was collected through writing anxiety questionnaires, writing performance assessments, student interviews, classroom observations, and teacher reflections. Results revealed that students demonstrated significant reductions in writing anxiety and noticeable improvements in writing organization, clarity, and language use after using ChatGPT. Additionally, the teacher experienced professional growth in instructional design and reflective practice. The findings suggest that whilst AI should not replace students' cognitive engagement, it can serve as an effective scaffold to support their writing development when integrated with well-designed prompt strategies and classroom guidance. Educators are encouraged to incorporate generative AI tools like ChatGPT into writing instructions, not only to reduce students' writing anxiety and improve linguistic outcomes, but also to foster meaningful learning experiences. Future curriculum design should include explicit instruction on AI literacy and prompt engineering, helping students develop self-regulation and critical thinking in their writing processes.