An Empirical Study on the “High Criticality, Low Strategizing” Profile: College Students’ Human-AI Interaction Competence and Implications for Foreign Language Education

Abstract

This study investigates the current state of college students’ Human-AI Interactive Negotiation Competence (HAINC) and explores its pedagogical implications for foreign language education. Based on a theoretical framework comprising five core components, a 16-item questionnaire was developed and administered to 290 undergraduate students. Results reveal a distinct “high criticality, low strategizing” profile: while students demonstrate strong critical evaluation and iterative optimization skills (Adjusting Strategies, M = 3.83; Analyzing Feedback, M = 3.79), they exhibit significant weaknesses in strategic command, particularly in task decomposition (M = 3.70) and role-playing (M = 3.60). The study proposes a structured integration of HAINC training into foreign language curricula through a practice-oriented, incremental, and feedback-driven approach to transform students from passive AI users into strategic “conductors”, thereby mitigating the risks of over-reliance and enhancing cognitive engagement.