生成式AI融入英語教學概論課程之教學成效與學生協作反饋分析

Integrating Generative AI into an Introductory English Teaching Course: Effectiveness and Student Collaboration Feedback

本研究旨在探討生成式AI整合合作學習策略於科技大學「英語教學概論與教案設計」課程之教學實踐模式。在數位轉型與全球化競爭的背景下，英語專業人才之核心競爭力已轉向「專業溝通」與「科技應用」之雙軌並進。本研究對象為北部某科技大學應外系學生，課程設計以「人機協作」為核心路徑，將AI定位為學生的「認知鷹架」，引導其在異質小組合作中進行結構化教案編寫與多媒體教學影片製作，藉此建構具備職場移動力之專業知能。
在研究方法上，本研究採混合研究法，透過數位學習平臺之歷程數據監測、半結構化訪談、文字雲質性分析及量化量表，針對學生之學習成效、數位教學勝任力及協作體驗進行多維度的三角驗證。本研究期望透過AI融入教學，緩解學生面對抽象教學理論之認知負荷，並探索如何將AI從單純的輔助工具轉化為驅動跨域合作學習之媒介。本研究之實證成果，為高等教育在推動英語專業課程之數位轉型，提供具備實踐深度與理論支撐的教學示範框架。

This study explores the pedagogical implementation of integrating Generative AI with cooperative learning strategies within a university course titled ''Introduction to English Teaching and Lesson Plan Design.'' In an era of rapid digital transformation and global competition, the core competency of English professionals has shifted toward a dual emphasis on professional communication and technological application. The participants of this study were students from the Department of Applied Foreign Languages at a technical university in Northern Taiwan. The curriculum was designed with ''human-AI collaboration'' as its core pathway, positioning AI as a ''cognitive scaffold'' to guide students through structured lesson planning and the production of multimedia instructional videos, thereby building professional expertise and career mobility. Regarding methodology, this study employed a mixed-methods research approach. Multiple dimensions—including student learning outcomes, digital pedagogical competence, and collaborative experiences—were evaluated through triangulated data sources: process data monitoring via the digital learning platform, semi-structured interviews, qualitative word cloud analysis, and quantitative perceptual scales. This study expects that the integration of AI into instruction can alleviate the cognitive load students face when dealing with abstract pedagogical theories, while exploring how to transform AI from a mere auxiliary tool into a medium that drives cross-disciplinary cooperative learning. The empirical findings of this research are intended to provide a teaching demonstration framework with both practical depth and theoretical support for the digital transformation of professional English curricula in higher education.