MyGPTs 기반 챗봇 설계 경험이 영어예비교사의 프롬프트 리터러시 역량에 미치는 영향
Exploring the Effects of MyGPTs-Based Chatbot Design on Pre-Service English Teachers’ Prompt Literacy Competnece
- 발행
- 2025 등록KCI API에는 발행일 항목이 없어 원문 등록일을 쓰고 있습니다. 실측으로 발행보다 최대 6년 늦습니다 — 재수집하면 발행연월로 바뀝니다.
- 출처
- 국내 KCI
- DOI
- 10.22275/SEE.30.2.09
- 원문
- 원문 보기 ↗
개념
키워드
프롬프트 리터러시, 예비 영어교사, 마이지피티, 챗봇 설계, 교사 교육, 생성형 인공지능, prompt literacy, pre-service English teachers, MyGPTs, chatbot design, teacher education, generative AI
초록
In the era of generative AI, an ability to communicate effectively with Large Language Models(LLMs) has become a crucial digital literacy in teacher education. This study investigates how the experience of designing educational chatbots using MyGPTs supports the development of new literacy skills and pedagogical practices among pre-service EFL teachers. Thirty pre-service teachers participated in a six-week workshop, engaging in chatbot planning, prompting, creation, testing, and reflection. Qualitative data, including chatbot creation logs, design documents, and reflective journals, were thematically analyzed to explore changes in the participants’ cognitive, affective, and instructional dimensions. Two major themes were identified: learner-centered design thinking and the development of prompt literacy, which refers to the ability to strategically create, revise, evaluate, and implement the results that AI provides to achieve pedagogical goals. The findings highlight the transformative potential of AI-integrated instructional design and call for the inclusion of prompt literacy in future-oriented teacher education programs.