GenAI, Emotional Literacies and Enjoyment Instruments

Giving Consent 知情同意

I hereby declare that I voluntarily participated in this study. I let the researchers use my responses as data as far as my identity remains anonymous. In addition, the researchers guarantee that all information I provide for this study will be treated confidentially.

Age: 

年龄：

Gender: 

性别：

Teaching Experience: 

教龄：

AI Familiarity: 

AI熟悉度：

Frequency of Using AI: 

AI使用频率：

English Proficiency: 

英语水平：

Type of Institute：

院校类型：

I have sufficient knowledge of AI programs, applications, and bots.

I understand the role of teachers in the implementation of AI-powered L2 education.

I know the basics of designing and implementing lessons based on AI applications.

I have the knowledge of how to assess students’ assignments prepared by AI tools.

I know the core ideas and principles of AI in L2 education.

I have knowledge of concepts from computer science and computational thinking.

I understand the basic components and foundations of AI (e.g., machine learning, natural language processing, automation, decomposition, pattern recognition, algorithm composition, and digital citizenship).

I understand the sensitive concepts related to the AI.

I use AI tools to search for teaching and learning materials.

I use optimal AI tools according to students’ needs and levels.

I am able to use AI for data interpretation and decision-making.

I use AI to organize and categorize classroom content.

I use AI for my continuous professional development (CPD).

I summarize long texts and articles using AI applications.

I give learners feedback through the use of AI chatbots.

I create, convert, and edit various files using AI tools.

I use AI tools to teach and assess different language skills.

I can evaluate the reliability and appropriateness of AI-based educational tools and resources.

I can evaluate the efficacy of AI tools in meeting the course objectives.

I can evaluate the outputs of AI tools and technologies and test their authenticity and relevance.

I can evaluate the contribution of AI-integration into L2 education in both the short-run and long-run.

I can evaluate various AI tools and chatbots to detect their strengths and weaknesses before use.

I design AI tools by myself to provide effective learning activities.

I design machine-oriented instructions and AI-based curricula depending on context.

I design AI tools to fortify my instructions and assessments.

I design unplugged learning activities to facilitate L2 students’ AI literacy.

I design age-appropriate AI tools to engage learners in their language learning journey.

I design rubrics and rating criteria for measuring L2 writing skills via AI technologies.

I highly consider issues of fairness, privacy, and academic integrity when using AI technologies.

I warn learners of the risks of plagiarism and data manipulation using AI in the class.

I try to establish an ethical mindset in my students to AI technologies in L2 education.

I consider safety and security concerns when applying AI technologies in my classes.

I believe I have to work hard to achieve a quality of life.

我认为必须努力工作才能获得高质量的生活。

I consider most of the things I do as a waste of time.

我认为自己所做的大多数事情都是在浪费时间。

I fulfill my duties or responsibilities properly.

我能够恰当地履行自己的职责或责任。

I easily get distracted while completing a task.

我在完成任务时很容易分心。

I do everything with the thought that it contributes to me.

我做每件事时都会考虑它是否对我有所帮助。

I believe each new day is a new opportunity to improve myself.

我相信每一天都是提升自我的新机会。

I leave things to the last minute.

我常常把事情拖到最后一刻才做。

I have the ability to articulate the feelings of the people around me.

我能够清楚表达身边人的感受。

I easily realize when someone is hiding his/her true feelings.

当有人隐藏自己的真实感受时，我很容易察觉到。

In an argument, I take into consideration the opinions of other people.

When I hurt someone, I can express my sadness.

当我伤害了别人时，我能够表达自己的难过。

I behave with an awareness of how impacts my attitudes have on other people.

我在行动时会意识到自己的态度会对他人产生怎样的影响。

I discern the difference between my feelings and behaviors.

我能够区分自己的感受和行为。

When I lose a game or race, I question the underlying reasons.

当我在游戏或比赛中失败时，我会思考背后的原因。

If I feel inadequate about something, I immediately try to make up this deficiency.

如果我觉得自己在某方面不足，我会立即努力弥补这一不足。

Even when I’m angry, I weigh up all the options before doing something.

即使在生气时，我也会在行动前权衡所有选择。

If the method I adopt while doing something does not prove effective, I try other ways out.

如果我做事时采用的方法没有效果，我会尝试其他办法。

It is hard for me to identify my feelings.

我很难识别自己的情绪。

I have difficulty in expressing my worries.

我难以表达自己的担忧。

Sometimes I say, "I wish I were someone else."

有时我会说：“我希望自己是另一个人。”

I can express my feelings clearly.

我能够清楚地表达自己的感受。

I consider people around me have difficulty in understanding me.

我认为身边的人难以理解我。

I can plainly say why I am sorry.

我能够清楚地说明自己为什么感到抱歉。

I enjoy spending time with a circle of friends.

我喜欢和一群朋友共度时光。

I care about the way I communicate with my friends.

我重视自己与朋友交流的方式。

I feel happy when I share things with my friends.

I often feel left out by my friends.

我经常觉得自己被朋友冷落。

I spend most of my time alone.

I fail in social relations with my friends.

我在与朋友的社交关系中表现不佳。

I care about having eye -contact during a communication.

我重视交流过程中的眼神接触。

I’m regarded as “social” by those around me.

身边的人认为我是一个善于社交的人。

In class, I feel proud of my accomplishments.

在课堂上，我为自己的成就感到自豪。

I enjoy it.

我享受课堂教学。

It’s fun.

课堂教学很有趣。

The students are stimulating.

The students are friendly.

学生们很友好。

The students are supportive.

学生们很支持我。

We have common ‘legends’, such as running jokes.

We form a tight group.

我们形成了一个紧密的集体。

We laugh a lot.

我们经常一起欢笑。