인공지능 기반 영작문 보조 도구 QuillBot을 활용한 쓰기 수업이 대학생의 AI 리터러시와 정의적 인식에 미치는 영향
The Effectiveness of QuillBot in Enhancing AI Literacy and Affective Engagement in Korean EFL College Writing Classes
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This study aimed to investigate the effectiveness of QuillBot in enhancing both AI literacy and affective engagement among Korean EFL college students in academic writing classes. Twenty students participated in process-oriented writing instruction that incorporated teacher and QuillBot-generated feedback. Quantitative data were collected through background surveys and questionnaires measuring students’ AI literacy, and the analysis was conducted using SPSS. Qualitative data were gathered from open-ended responses, reflective journals, and semi-structured interviews, which were thematically analyzed. The statistical analysis revealed that using QuillBot significantly improved students’ AI literacy competencies, with the greatest enhancement in technology proficiency, followed by information processing, while creative production and digital ethics showed the same level of improvement. Moreover, qualitative analysis revealed that integrating QuillBot into writing classes increased students’ motivation and interest in English composition, reduced their anxiety while enhancing their confidence in writing, and showed their satisfaction with the combined teacher-AI feedback approach. These findings provide pedagogical suggestions for effectively integrating QuillBot into academic writing courses to enhance students’ writing development, digital literacy, and affective engagement.
Abstract
This study aimed to investigate the effectiveness of QuillBot in enhancing both AI literacy and affective engagement among Korean EFL college students in academic writing classes. Twenty students participated in process-oriented writing instruction that incorporated teacher and QuillBot-generated feedback. Quantitative data were collected through background surveys and questionnaires measuring students’ AI literacy, and the analysis was conducted using SPSS. Qualitative data were gathered from open-ended responses, reflective journals, and semi-structured interviews, which were thematically analyzed. The statistical analysis revealed that using QuillBot significantly improved students’ AI literacy competencies, with the greatest enhancement in technology proficiency, followed by information processing, while creative production and digital ethics showed the same level of improvement. Moreover, qualitative analysis revealed that integrating QuillBot into writing classes increased students’ motivation and interest in English composition, reduced their anxiety while enhancing their confidence in writing, and showed their satisfaction with the combined teacher-AI feedback approach. These findings provide pedagogical suggestions for effectively integrating QuillBot into academic writing courses to enhance students’ writing development, digital literacy, and affective engagement.