인공지능 기반 영어 수업이 한국인 중학생 영어학습자의 인공지능 리터러시와 인식에 미치는 영향 탐색
Exploring Impacts of AI-Based English Instruction on Korean Middle School EFL Students’ AI Literacy and Perceptions
- 발행
- 2024
- 소속·발행
- 충의중학교
- 출처
- 국내 KCI
- DOI
- 10.15702/mall.2024.27.1.96
- 원문등록
- 2024-02-28
- 원문
- 원문 보기 ↗
개념
키워드
AI-based English education, AI literacy, perceptions, Korean middle-school EFL learners, ChatGPT, Reading Progress, AI-based English education, AI literacy, perceptions, Korean middle-school EFL learners, ChatGPT, Reading Progress
초록
This research examines the impact of AI-based English education on the AI literacy and perceptions of Korean middle school EFL learners. A cohort of 225 participants engaged in an eight-week English course utilizing generative AI tool, specifically, ChatGPT 3.5 and Reading Progress. AI literacy skills were assessed using pre- and post-surveys, revealing a significant increase (p < .001), particularly in ‘Understanding and Utilizing AI Principles’. Complementing the quantitative data, a qualitative thematic analysis provided insights into learners’ perceptions across educational, technological, and affective domains. The educational benefits of ChatGPT and Reading Progress, such as enhanced pronunciation and increased individual practice opportunities, were emphasized. The technological dimension was positively regarded due to its usability, although challenges in voice recognition and user interface discomfort were reported. From an affective perspective, students reported an increased sense of novelty and confidence, despite concerns regarding the necessity for continuous camera usage and a decrease in motivation for sustained use. This study offers pedagogical implications for