한국대학생의 생성AI 쓰기 보조 도구 사용에 나타난 환언양상과 환언과정에 대한 인식
Korean university students’ use of paraphrasing when using a generative AI writing assistant tool and their perceptions of the paraphrasing process
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Paraphrasing is a challenging task, and many EFL/ESL learners struggle to rephrase what they have read. The present study assumes that a generative AI writing tool can alleviate this problem since its main mechanism is paraphrasing an input sentence. The purpose of the study is thus to identify the types of paraphrases used by Korean university students after self-revising their first drafts of summary writing with Wordtune, an AI-powered writing assistant tool and to understand their perceptions of the paraphrasing process. The data includes summary writing, reflective journals, and surveys. Quantitative analysis showed that lexically and syntactically modified type was the most frequently used, with near copy being the least used. Qualitative analysis revealed that such a revision process offered participants these three opportunities: exploring better sentences, incorporating writing styles, and expanding their English learning potential. Additional surveys indicated that semantic errors and a lack of explanatory feedback were the tool's most significant limitations. Implications for using a generative AI writing assistant tool for English learning and teaching are discussed.
Abstract
Paraphrasing is a challenging task, and many EFL/ESL learners struggle to rephrase what they have read. The present study assumes that a generative AI writing tool can alleviate this problem since its main mechanism is paraphrasing an input sentence. The purpose of the study is thus to identify the types of paraphrases used by Korean university students after self-revising their first drafts of summary writing with Wordtune, an AI-powered writing assistant tool and to understand their perceptions of the paraphrasing process. The data includes summary writing, reflective journals, and surveys. Quantitative analysis showed that lexically and syntactically modified type was the most frequently used, with near copy being the least used. Qualitative analysis revealed that such a revision process offered participants these three opportunities: exploring better sentences, incorporating writing styles, and expanding their English learning potential. Additional surveys indicated that semantic errors and a lack of explanatory feedback were the tool's most significant limitations. Implications for using a generative AI writing assistant tool for English learning and teaching are discussed.
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