生成式 AI 輔助跨文化商務英語文案創(chuàng)作教學效果調查問卷

尊敬的同學：
您好！本問卷旨在了解生成式 AI 輔助跨文化商務英語文案創(chuàng)作教學模式的應用效果，以及您在學習過程中的真實感受與體驗。問卷采用匿名形式，所有數(shù)據(jù)僅用于學術研究，嚴格保密。請您根據(jù)自身實際情況，在相應選項上打 “√”。感謝您的支持與配合！
填寫說明:
采用李克特5點量表計分：1=非常不同意，2=不同意，3=一般，4=同意，5= 非常同意

Dear students:
This anonymous survey evaluates the effectiveness of a generative AI-assisted teaching model for cross-cultural business English writing, while collecting your authentic learning experiences. All data will be used strictly for academic research and will remain confidential. Please tick the option that best describes your situation. Thank you for your participation!

Filling explanation
Scoring using the 5-point Likert scale: 1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree
一、AI 工具實用性（4題）Practicality of AI Tools (4 questions)
1. 1.生成式 AI（如 DeepSeek-V3）提供的文化背景資料對文案創(chuàng)作有幫助 
 The cultural context provided by generative AI (e.g., DeepSeek-V3) aids in copywriting.
2. 2.AI 生成的多版本文案對比，有助于我理解不同文化背景下的文案差異
Comparing multiple versions of AI-generated copy helps me understand differences in copywriting across cultural contexts.
3. 3.AI 提供的個性化修改建議（語言、文化適配方面）具有針對性

Personalized AI suggestions (language and cultural adaptation) are tailored to your needs.

4. 4.生成式 AI 工具的操作便捷，能快速滿足我的學習需求
The generative AI tool is easy to use and can quickly meet my learning needs.
二、教學模型有效性（5 題）Teaching Model Effectiveness (5 questions)
5. 1.“課前文化輸入 — 課中協(xié)同創(chuàng)作 — 課后優(yōu)化反思”的教學流程設計合理
The teaching process design of "pre-class cultural input — in-class collaborative creation — post-class optimization and reflection" is reasonable.
6. 2.教學過程中 AI、教師、學生的角色分工清晰，協(xié)作順暢
The roles of AI, teachers, and students are clearly defined and well-coordinated in the teaching process.
7. 3.課堂上的 AI 場景模擬與小組協(xié)作環(huán)節(jié)，提升了我的文案創(chuàng)作參與度
The AI scenario simulation and group collaboration in class enhanced my engagement in copywriting.
8. 4.教師結合 AI 反饋的點評指導，能有效解決我在創(chuàng)作中的困惑
Teachers can effectively resolve my creative challenges by incorporating AI feedback and guidance.
9. 5.整體來看，該教學模型比傳統(tǒng)教學模式更適合跨文化商務英語文案學習
Overall, this teaching model is more suitable than the traditional teaching model for cross-cultural business English writing.
三、能力提升感知（5 題）Ability Enhancement Perception (5 questions)
10. 1.我能更精準地識別不同文化背景下的商務溝通差異
I can more accurately identify the differences in business communication across different cultural backgrounds.
11. 2.我的跨文化商務英語文案的文化適配性得到了提升
The Cultural Adaptability of My Cross-cultural Business English Copywriting Has Been Improved.
12. 3.我運用商務英語詞匯與語法進行文案創(chuàng)作的準確性有所提高
The accuracy of my copywriting using business English vocabulary and grammar has improved.
13. 4.我對跨境電商推廣文案、商務函電等類型文案的格式規(guī)范掌握更扎實
I have a solid grasp of the formatting standards for cross-border e-commerce promotional materials, business correspondence, and similar types of written content.
14. 5.我獨立完成跨文化商務英語文案創(chuàng)作的信心增強
Confidence in Independent Creation of Cross-Cultural Business English Copywriting.
四、學習態(tài)度轉變（3 題）Change in Learning Attitude (3 questions)
15. 1.我對跨文化商務英語文案創(chuàng)作課程的興趣有所提升
My interest in the course of cross-cultural business English writing has increased.
16. 2.我更愿意主動探究不同文化背景下的商務文案創(chuàng)作技巧
I prefer to actively explore the business copywriting techniques under different cultural backgrounds.
17. 3.我認可 AI 輔助教學的模式，愿意在后續(xù)學習中繼續(xù)使用
I agree to the AI-assisted teaching model and will continue using it in my future studies.
五、存在的問題（3 題）Existing Issues (3 questions)
18. 1.AI 提供的文化適配建議有時存在偏差或不夠精準
AI's cultural adaptation suggestions may sometimes be inaccurate or biased.
19. 2.我在創(chuàng)作過程中存在過度依賴 AI 生成內容的情況
I tend to rely too heavily on AI-generated content during the creative process.
20. 3.使用 AI 工具時，偶爾會遇到技術操作問題（如指令設計、輸出異常）
When using AI tools, you may occasionally encounter technical issues (such as instruction design or output anomalies).
開放性建議（可選填）Open suggestion (optional)
您認為該教學模式或 AI 工具在應用中還存在哪些問題?有何優(yōu)化建議?
What issues do you think this teaching model or AI tool has in application? What optimization suggestions do you have?
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