초등 예비교사의 영어 AI 디지털교과서 활용에 대한 인식
Perceptions of pe-service elementary teachers on the use of English AI digital textbooks
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This study explores pre-service elementary teachers’ perceptions of using English AI digitaltextbooks (AIDT) in primary schools. To this end, a survey was conducted among 78 pre-serviceelementary teachers enrolled on an English materials development course in the spring semesterof 2025. The findings of the study were as follows. First, pre-service elementary teachers, like inservice teachers, acknowledged the positive features of AIDT, such as personalized learning andreal-time feedback. However, they also expressed concerns about disparities in learning outcomesresulting from varying levels of digital competency and difficulties in managing digital devices. Second, over 80% of participants rated their own digital and AI competencies positively. Regarding digital textbooks, 69% indicated that specialized training for their use is necessary. Onlya small number of pre-service teachers expressed a desire to use AIDT as a replacement fortraditional textbooks, while the vast majority preferred utilizing it as a supplementary resource. Third, in their descriptive responses, pre-service teachers expressed concern that using AIDT asthe primary textbook could reduce interactions between teachers and students, as well as amongstudents themselves. Based on these results, suggestions for future research and education areprovided.
Abstract
This study explores pre-service elementary teachers’ perceptions of using English AI digitaltextbooks (AIDT) in primary schools. To this end, a survey was conducted among 78 pre-serviceelementary teachers enrolled on an English materials development course in the spring semesterof 2025. The findings of the study were as follows. First, pre-service elementary teachers, like inservice teachers, acknowledged the positive features of AIDT, such as personalized learning andreal-time feedback. However, they also expressed concerns about disparities in learning outcomesresulting from varying levels of digital competency and difficulties in managing digital devices. Second, over 80% of participants rated their own digital and AI competencies positively. Regarding digital textbooks, 69% indicated that specialized training for their use is necessary. Onlya small number of pre-service teachers expressed a desire to use AIDT as a replacement fortraditional textbooks, while the vast majority preferred utilizing it as a supplementary resource. Third, in their descriptive responses, pre-service teachers expressed concern that using AIDT asthe primary textbook could reduce interactions between teachers and students, as well as amongstudents themselves. Based on these results, suggestions for future research and education areprovided.