外語學(xué)習(xí)者多模態(tài)創(chuàng)作問卷調(diào)查

     多模態(tài)外語創(chuàng)作是指通過結(jié)合多種表達(dá)形式（如文字、圖像、音頻、視頻等）來進(jìn)行意義構(gòu)建的寫作實(shí)踐。近年來，這種創(chuàng)作方式在外語學(xué)習(xí)與教學(xué)中日益普及。常見的例子包括：制作圖文并茂的外語PPT、錄制旅行主題的外語vlog、為歌曲搭配外語字幕與畫面、創(chuàng)作外語短劇或知識(shí)分享短視頻等。隨著生成式人工智能技術(shù)的快速發(fā)展，越來越多的人開始借助此類工具輔助創(chuàng)作，例如使用AI生成腳本、設(shè)計(jì)配圖、合成語音或優(yōu)化視頻內(nèi)容。

    請(qǐng)問您是否曾使用過ChatGPT、豆包、DeepSeek、即夢(mèng)等人工智能軟件，生成文字、圖片或視頻內(nèi)容，并應(yīng)用于以下場(chǎng)景：

  • 制作外語PPT、學(xué)術(shù)海報(bào)；

  • 為視頻添加外語字幕或配音；

  • 在小紅書、微信、抖音、B站等社交平臺(tái)發(fā)布自己創(chuàng)作的外語類視頻或圖文內(nèi)容？

    本問卷為匿名形式，所有信息僅用于學(xué)術(shù)研究，請(qǐng)您放心根據(jù)實(shí)際情況填寫。如果沒有相關(guān)經(jīng)歷，可以忽略本問卷。感謝您的參與！

1. 您的學(xué)校
2. 您的專業(yè)
3. 您的性別：
4. 您的年級(jí)：

Part 1: Generative AI literacy in digital multimodal composing scale 

第一部分：使用生成式人工智能進(jìn)行多模態(tài)創(chuàng)作的素養(yǎng)調(diào)查

（一）Affective Literacy 情感素養(yǎng) 

Affective literacy refers to students’ innate physiological and emotional changes toward using GAI for DMC practices.

情感素養(yǎng)指的是學(xué)生使用生成式人工智能用于多模態(tài)創(chuàng)作時(shí)的生理和情感變化。

5.

I use GAI because it can build personalized experiences of digital multimodal composing.

我使用生成式人工智能，是因?yàn)樗転槲姨峁└叨葌€(gè)性化的多模態(tài)創(chuàng)作體驗(yàn)。

6.

I use GAI because it can be used to create playful and engaging human-AI interactions when I compose my digital multimodal texts.

我使用生成式人工智能，是因?yàn)樗?/span>能顯著提升多模態(tài)創(chuàng)作過程的交互體驗(yàn)。

7.

I use GAI in digital multimodal composing because GAI can create environments providing choices that support the feeling of autonomy.

在數(shù)字多模態(tài)創(chuàng)作中，我使用生成式人工智能是因?yàn)槲?/span>有豐富的選擇，能賦予我創(chuàng)作自主權(quán)。

8.

I find it easy to get GAI technologies/products to do what I want them to do during my digital multimodal composing process.

在多模態(tài)創(chuàng)作過程中，我能夠比較輕松地讓生成式人工智能實(shí)現(xiàn)我的創(chuàng)作意圖。


9.

I feel that the way of expression of GAI technologies/products in the interactive text is the same as that of real people when I compose my digital multimodal texts.

在創(chuàng)作多模態(tài)內(nèi)容時(shí)，生成式人工智能的輸出往往自然流暢，其表達(dá)風(fēng)格已可與真人作品相媲美。

（二）Behavior literacy行為素養(yǎng)

Behavioral literacy refers to students’ actions, operational performance, and external behaviors that demonstrate students’ interactions with GAI for DMC practices.

行為素養(yǎng)指的是學(xué)生將生成式人工智能用于多模態(tài)創(chuàng)作的行動(dòng)，操作表現(xiàn)和外部行為。

10.

I actively participate in GAI-related learning activities for digital multimodal composing.

我會(huì)主動(dòng)探索并學(xué)習(xí)如何將生成式人工智能應(yīng)用于多模態(tài)創(chuàng)作。

11.

I am dedicated to GAI-related literacy materials to make my digital multimodal composing work comprehensible to the audience.

為了更好地創(chuàng)作多模態(tài)作品，我正積極學(xué)習(xí)生成式人工智能的相關(guān)知識(shí)，力求讓作品清晰易懂。

12.

I am willing to spend time and effort learning how to use GAI for better cohesion of modes in digital multimodal composing.

為提升多模態(tài)作品中各模態(tài)間的協(xié)調(diào)性，我愿投入時(shí)間學(xué)習(xí)如何有效運(yùn)用生成式人工智能。

13.

I use GAI for digital multimodal composing to enhance my English/Foreign

language learning performance beyond the classroom.

我通過使用生成式人工智能進(jìn)行多模態(tài)創(chuàng)作，來提高我的課外外語學(xué)習(xí)成效。

14.

I will keep myself updated with the latest GAI technologies for digital multimodal composing.

我將持續(xù)關(guān)注多模態(tài)創(chuàng)作領(lǐng)域中生成式人工智能的前沿進(jìn)展。

（三）Cognitive literacy 認(rèn)知素養(yǎng)

Cognitive literacy is defined as a variety of thinking skills from lower-order to higher-order in students’ interactions with GAI for DMC practices.

認(rèn)知素養(yǎng)定義為一系列在學(xué)生使用生成式人工智能進(jìn)行多模態(tài)創(chuàng)作中的低階到高階的思維技巧。

15.

In everyday life, I can work together gainfully with GAI in digital multimodal composing.

借助生成式人工智能進(jìn)行多模態(tài)創(chuàng)造，我感到充實(shí)且有收獲。

16.

I can use GAI meaningfully in digital multimodal composing to achieve my everyday goals.

通過使用生成式人工智能進(jìn)行多模態(tài)創(chuàng)作，我可以達(dá)成每日的學(xué)習(xí)或創(chuàng)作目標(biāo)。

17.

I know prompt engineering for GAI in digital multimodal composing.

我了解關(guān)于使用生成式人工智能進(jìn)行多模態(tài)創(chuàng)作的提示工程的信息。

18.

I can evaluate and choose a proper response from various solutions provided by

GAI for digital multimodal composing.

我能夠評(píng)估并篩選生成式人工智能為多模態(tài)創(chuàng)作生成的回復(fù)，從中選擇最合適的內(nèi)容。

（四）Ethical Learning 倫理素養(yǎng)

Ethical literacy is defined as moral principles and techniques aimed at ensuring responsible use of GAI for DMC practices.

倫理素養(yǎng)指的是倫理準(zhǔn)則和技術(shù)，目的是確保生成式人工智能在多模態(tài)創(chuàng)作中能被負(fù)責(zé)任地使用。

19.

I am alert to discrimination and exclusion issues when using GAI applications for digital multimodal composing.

在使用生成式人工智能應(yīng)用進(jìn)行多模態(tài)創(chuàng)作時(shí)，我會(huì)關(guān)注并警惕其輸出中可能存在的歧視或不公平對(duì)待問題。

20.

I am alert to misuse issues when using GAI applications for digital multimodal composing.

在使用生成式人工智能應(yīng)用進(jìn)行多模態(tài)創(chuàng)作時(shí)，我會(huì)關(guān)注它是否生成錯(cuò)誤信息。

21.

 I am alert to misinformation and disinformation issues when using GAI applications for digital multimodal composing.

在使用生成式人工智能應(yīng)用進(jìn)行多模態(tài)創(chuàng)作時(shí)，我會(huì)謹(jǐn)慎核查其生成信息的真實(shí)性，警惕錯(cuò)誤或虛假信息。

Part 2: L2 writing enjoyment scale

第二部分：二語寫作愉悅調(diào)查

二語寫作指的是用英語、日語、法語德語等除了中文以外學(xué)習(xí)的其它語言進(jìn)行寫作。
22.

I enjoy L2 writing.

我享受二語寫作的過程。

23.

I feel very happy when I am writing in L2.

二語寫作時(shí)我很開心。

24.

L2 writing lessons are fun.

二語寫作課很有趣。

25.

It is nice  to know the knowledge of L2 writing.

了解二語寫作相關(guān)知識(shí)真的很棒。

26.

I feel proud of my accomplishments in L2  writing. 

在二語寫作中獲得成就會(huì)讓我感到自豪。

Part 3: L2 writing growth mindset scale

第三部分：二語寫作成長性思維調(diào)查

Growth mindsets are the beliefs that one’s qualities can be cultivated over time through hard work and strategic actions.

成長型思維指的是一種信念，即人們的品質(zhì)可以通過努力和有策略的行動(dòng)在一段時(shí)間內(nèi)得到培養(yǎng)和提升。

27.

 As an L2 learner, I have a talent for developing my L2 writing skills, and I can do a lot to develop my writing skills.

作為一名二語學(xué)習(xí)者，我對(duì)自身的外語學(xué)習(xí)能力很有自信，而且我可以通過多種方式來提升這一能力。

28.

I believe that I have the ability to significantly improve my L2 writing skills, regardless of my background or starting point.

我相信，無論我的背景或起點(diǎn)如何，我都有能力顯著提高自己的外語寫作水平。


29. I believe I can cultivate my language ability through sustained effort.
我相信，通過持續(xù)的努力，我可以培養(yǎng)自己的語言能力。

30. I believe I can cultivate my language ability through strategic action.
我相信，通過有策略的行動(dòng)，我可以培養(yǎng)自己的語言能力。

Part 4: Ideal L2 writing self scale 

第三部分：理想二語寫作自我

The ideal L2 writing self is a learner’s envisioned future self as a capable and effective writer in the target language, which serves as a motivational force driving effort and persistence in L2 writing development.
理想的二語寫作自我指的是學(xué)習(xí)者所想象的未來自我形象，即成為一名能夠熟練而高效地使用目標(biāo)語言進(jìn)行寫作的人。這種理想自我是一種激勵(lì)力量，推動(dòng)學(xué)習(xí)者在二語寫作發(fā)展過程中不斷努力與堅(jiān)持。
31. I can imagine myself writing an L2 essay very well.
我可以想象自己把一篇外語作文寫得很好。

32. I can imagine myself writing in a L2 fluently.
我可以想象自己能流暢地寫一篇外語作文。

33. I can imagine myself having much knowledge of L2 writing.
我可以想象自己掌握了豐富的外語寫作知識(shí)。

34. Whenever I think of my future career, I imagine myself writing L2.
每當(dāng)我想到自己的未來職業(yè)時(shí)，我都會(huì)想象自己在用外語寫作。
35. I can imagine myself one day teaching others to write foreign language.
我可以想象有一天自己會(huì)教別人寫外語。

Part 5:L2 Writing self-efficacy scale (L2WSE) 

第五部分： 二語寫作自我效能感

（一）Ideation self-efficacy 構(gòu)思自我效能
36. I can think of many ideas for my writing.
我能夠?yàn)槲业膶懽飨氲皆S多想法。

37. I can put my ideas into writing.
我能夠把自己的想法寫出來。
38. I can think of many words to describe my ideas.
我能夠想到許多詞語來表達(dá)我的想法

39. I know exactly where to place my ideas in my writing.
我清楚地知道在寫作中應(yīng)當(dāng)把自己的想法放在什么位置。
(二) Linguistic self-efficacy 寫作規(guī)范自我效能感
40. I can spell all words correctly in my writing.
我能夠在寫作中正確拼寫所有的單詞。

41. I can write complete sentences.
我能夠?qū)懗鐾暾木渥印?br>

42.  I can correctly use all parts of speech(e.g.. nouns, verbs, adjectives, etc) in writing.
我能夠在寫作中正確使用各種詞類（如名詞、動(dòng)詞、形容詞等）。

43. I can write grammatically correct sentences.
我能夠?qū)懗稣Z法正確的句子。
44. I can write good English paragraph with topic sentence or main idea.
我能夠?qū)懗霭黝}句或中心思想的優(yōu)質(zhì)英文段落。

(三) Performance self-efficacy 表現(xiàn)自我效能
45.

I can understand the basic concepts taught in writing courses.

我能理解寫作課程中講授的基礎(chǔ)概念。


46.

I can do an excellent job on the assignments in writing courses. 

我能出色地完成寫作課程的作業(yè)任務(wù)。

47.

I can master the writing knowledge and strategies being taught in writing courses.

我能掌握寫作課程所教授的知識(shí)與策略方法。

  

（四）Self-regulatory self-efficacy 自我調(diào)節(jié)效能
48. I can think of my writing goals before writing.
我能夠在寫作前思考自己的寫作目標(biāo)。
49. I can adjust and modify my goals during writing.
我能夠在寫作過程中調(diào)整和修改自己的目標(biāo)。
50. I can have a good control over reading and writing process (e.g., time allocation, progress management).
我能夠很好地控制閱讀和寫作的過程（例如時(shí)間分配、進(jìn)度管理等）。
51. I can detect problems (e.g., language, ideas, organization) when they occur during reading and writing.
我能夠在閱讀和寫作過程中發(fā)現(xiàn)出現(xiàn)的問題（例如語言、思想或結(jié)構(gòu)方面的問題）。
52. I can evaluate whether I achieve my goals in writing. 
我能夠評(píng)估自己在寫作中是否達(dá)到了預(yù)定目標(biāo)。
53.
I can evaluate my strengths and weaknesses in my writing.
我能夠評(píng)估自己寫作中的優(yōu)點(diǎn)和不足。

Part 6： L2 writing engagement survey
第六部分： 二語寫作投入調(diào)查

This section aims to investigate college English learners’ engagement in the process of second language (L2) writing. The questionnaire is designed based on the event-level, scenario-based measures of L2 writing engagement proposed by Zhou and Hiver (2022), and it covers learners’ emotional, cognitive, and behavioral engagement in specific writing situations.

本部分旨在了解大學(xué)英語/法語/日語/德語學(xué)習(xí)者在第二語言（L2）寫作過程中的投入情況。問卷依據(jù)提出的事件層面、情境化的L2寫作投入測(cè)量框架（Event-level, scenario-based measures of L2 writing engagement）設(shè)計(jì)，涵蓋學(xué)習(xí)者在具體寫作情境中的情感、認(rèn)知與行為投入。請(qǐng)您根據(jù)自己在英語寫作活動(dòng)（如課堂寫作、論文寫作或練習(xí)寫作）中的實(shí)際體驗(yàn)，如實(shí)作答。問卷無對(duì)錯(cuò)之分，所有數(shù)據(jù)僅用于學(xué)術(shù)研究，且將嚴(yán)格保密。

54. Behavioral engagement: Think about the different ways you can actively participate in a writing class (e.g., raising your hand & asking questions; consulting your peers & instructors; paying attention to the teacher’s instructions, etc.). How would you rate your level of participation in these ways during your writing class?
行為投入：請(qǐng)考慮你在寫作課堂中積極參與的各種方式（例如舉手提問、向同學(xué)或老師請(qǐng)教、專心聽講等），并評(píng)價(jià)你在寫作課堂中以這些方式參與的程度。
55. Emotional engagement: Think about your feelings or attitudes towards writing class (e.g., looking forward to it; enjoying it; feeling good about it; being eager to learn new things, etc.). How would you rate your level of positive emotions in these ways during your writing class?
情感投入：請(qǐng)考慮你對(duì)寫作課堂的感受或態(tài)度（例如期待上課、享受課堂、感到愉快、渴望學(xué)習(xí)新知識(shí)等），并評(píng)價(jià)你在寫作課堂中體驗(yàn)這些積極情感的程度。
56. Cognitive engagement：Think about the different ways to invest your attention and effort in writing class (e.g., going through your writing carefully, thinking about different ways to solve a writing difficulty, understanding mistakes and fixing them when writing, etc.). How would you rate your level of effort and attention during your writing class?
認(rèn)知投入：請(qǐng)考慮你在寫作課堂中投入注意力和努力的各種方式（例如仔細(xì)檢查自己的寫作、思考解決寫作難題的不同方法、理解錯(cuò)誤并在寫作中加以改正等），并評(píng)價(jià)你在寫作課堂中投入的注意力和努力程度。
57. 您的年齡：
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