中国电化教育

近年来，学术界呼吁混合式教学设计和跨学科交叉研究，但在我国，基于人工智能测评的“宏微观音系语训”效应的研究为数不多。该研究以福建省福州市高校学生为研究对象，采用拟实验设计，评估语训设计对大学生英语听说技能发展的习得效果。首先，对101名初始研究参与者进行了为期12周的专门训练，通过皮尔森英语(PTE)模拟测试模块(WFD听写，RA大声朗读和RS复述句子)进行测试。成绩分析显示，后测及滞后测成绩显著高于前测。然后再招募200名主要研究参与者，平均分配到实验组A和控制组B。前100名学生接受了为期12周的宏微观音系语训，而后100名学生则被控制为自然学习，学习内容和目标相同，但没有宏微观音系语训的干预。通过SPSS混合方差分析模型2(实验组A vs.控制组B)×3(时间：前、后和延迟)，对测试分数进行分析。结果表明，实验组A在后测和延迟测的WFD、RA和RS三个方面的成绩显著优于控制组B。该研究对大学英语应用型方向教改以及雅思PTE听说教学具有一定的启示和建设性意义。

In recent years, there has been a call in the academic community for blended teaching designs and interdisciplinary research. However, there are few studies on the effects of “macro-micro pronunciation training” based on artificial intelligence assessment in China. This study focuses on unversity students in Fuzhou City, Fujian Province, and adopts a quasi-experimental design to evaluate the acquisition effects of pronunciation training on the development of English listening and speaking skills among university students. First, 101 initial participants received specialized training for 12 weeks, and were tested using the Pearson Test of English(PTE) simulation modules(Writing From Dictation, Reading Aloud, and Repeat Sentences/WFD, RA, and RS). Score analysis showed that the post-test and delayed test scores were significantly higher than the pre-test scores. Then, an additional 200main participants were recruited and evenly assigned to Experimental Group A and Control Group B. The first 100 students received 12 weeks of macro-micro pronunciation training, while the latter 100 students were assigned to natural learning, with the same content and objectives but without the intervention of macro-micro pronunciation training. The test scores were analyzed using SPSS mixed analysis of variance model 2(Experimental Group A vs. Control Group B) × 3(Time: Pre, Post, and Delayed). The results showed that Experimental Group A outperformed Control Group B significantly in the post-test and delayed test scores in all three aspects: WFD, RA, and RS. This study provides insights and constructive implications for the educational reform of applied English programs in universities and IELTS/PTE listening and speaking instruction.