近年来，AI技术在英语口语教学中兴起，带来一系列颠覆性的学习方式变革，传统的人人交流练习口语的方式逐渐为人机交互所取代。传统口语课堂存在着诸多问题，学生缺少英语母语氛围，在与人的交往中紧张、焦虑，导致其不敢、不愿开口说英语，口语交际意愿低下。AI的出现避免了与人交往的尴尬，能够降低学生说英语的紧张感，增强交际自信，提高其口语交际意愿。同时，以往研究表明，学生自身个体因素和教师也会对学生的口语交际意愿产生作用，但其中的作用机制尚不清晰，并且较少有研究探讨AI技术支持下的口语教学中，学生的口语交际意愿状况。因此，本研究期望阐明教师、学生个体与AI三方面对学生的英语口语交际意愿的作用力，了解学生口语交际意愿的影响因素彼此之间的作用机理，能够有针对性地采取措施，以提升学生的交际意愿，并能够进一步改善学生的口语学习效果。

故此，本研究通过问卷调查了686名中学生，采用验证性因素分析、描述性统计、差异分析、相关分析和路径分析等方法，评估了问卷的信效度，分析了AI口语教学过程中学生感知到的教师支持、AI支持、口语投入度、口语交际意愿现状，讨论了学生性别与年级间的相关变量的差异，探讨了教师支持、口语投入度对学生口语交际意愿的预测路径。

研究结果显示，（1）学生性别和年级对学生感知到的教师支持、口语投入度、口语交际意愿均存在一定程度上的影响；（2）AI系统易用性能够直接预测与通过情感投入、行为投入间接预测学生的口语交际意愿；（3）学生感知的自主支持能够通过情感投入、行为投入间接预测学生的口语交际意愿；（4）学生感知的能力支持能够通过行为投入间接预测学生的口语交际意愿；（5）学生感知的情感支持能够通过情感投入间接预测学生的口语交际意愿；（6）学生的口语交际意愿能够直接预测AI系统的有用性。

研究启示：学校、教师及家长应多方协作，做好男生学习管理，缩小AI口语学习表现性别差异；教师应该重新认识教师角色，探索自主支持的教师指导方法；教师应该调整教学方式，激发学生参与AI口语学习的内在活力。

In recent years, the rise of AI technology in oral English teaching has brought about a series of subversive changes in learning methods, and the traditional way for everyone to communicate and practice oral English has gradually been replaced by human-computer interaction. There are many problems in the traditional oral English class, such as students’ lack of English mother tongue atmosphere, nervousness and anxiety in communication with others, which leads to their fear and unwillingness to speak English and low willingness to communicate in oral English. The emergence of AI can avoid the embarrassment of communication with people, reduce students’ nervousness in speaking English, enhance their confidence in communication and improve their willingness to communicate orally. At the same time, previous studies have shown that students’ individual factors and teachers will also have an effect on students’ oral communication willingness, but the mechanism is still unclear, and there are few studies on students’ oral communication willingness in oral teaching supported by AI technology. Therefore, this study hopes to clarify the forces of teachers, students and AI on students’ oral English communication willingness, understand the interaction mechanism of the influencing factors of students’ oral English communication willingness, and take targeted measures to enhance students’ communication willingness and further improve students’ oral English learning effect.

Therefore, this study surveyed 686 middle school students through questionnaires, and evaluated the reliability and validity of the questionnaire by means of confirmatory factor analysis, descriptive statistics, difference analysis, correlation analysis and path analysis, and analyzed the current situation of teachers’ support, AI support, oral engagement and oral communication willingness perceived by students in the process of AI oral teaching, discussed the differences of related variables between students’ gender and grades, and discussed the prediction path of teachers’ support and oral engagement on students’ oral communication willingness.

The results show that: (1) students’ gender and grade have certain influence on students’ perceived teacher support, oral engagement and oral communication willingness; (2) The ease of use of 2)AI system can directly predict and indirectly predict students’ oral communication will through emotional input and behavioral input; (3) Students’ perceived autonomous support can indirectly predict students’ oral communication will through emotional input and behavioral input; (4) Students’ perceived ability support can indirectly predict students’ willingness to communicate in oral English through behavioral input; (5) Students’ perceived emotional support can indirectly predict students’ oral communication will through emotional input; (6) Students’ willingness to communicate orally can directly predict the usefulness of AI system.

Research enlightenment: schools, teachers and parents should cooperate in many ways to do a good job in boys’ learning management and narrow the gender differences in AI oral learning; Teachers should re-recognize teachers’ roles and explore self-supporting teacher guidance methods; Teachers should adjust teaching methods to stimulate students’ inner vitality in participating in AI oral learning.