예비교사의 인공지능 기반 기술 및 영어 AI 디지털 교과서 평가 기준과 효용성에 대한 인식

Abstract

This study aims to provide foundational data for developing perception-based training materials for pre-service teachers during the early implementation phase of AI Digital Textbooks (AIDT) in English education. A survey was conducted with 24 pre-service secondary English teachers to examine their perceptions of AI-based digital technology, AIDT evaluation criteria, and the educational effectiveness of AIDT. The results indicated that participants prioritized ethical use and social responsibility regarding AI technology. Among AIDT evaluation criteria, fairness, linguistic accuracy, and personalized learning support were rated as the most important. In terms of perceived educational benefits, AIDT was viewed as most effective in improving listening, viewing, and vocabulary skills, while writing and presenting skills received lower ratings. Correlation analysis revealed a significant relationship between participants‘ self-assessed English proficiency and their perceptions of AI application in teaching, particularly for speaking and viewing. However, no significant correlation was found between English proficiency and perceptions of AIDT evaluation criteria. Qualitative responses highlighted both optimism about personalized learning and concerns about learner health, attention, and classroom management. These findings suggest that pre-service teacher education should include differentiated, practice-based AIDT training, emphasize ethical and sustainable use, and offer tailored support based on teachers' language proficiency levels.