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Impact of Mobile Interactions With AI on Writing Performance

김나영|차윤정|김혜숙
현대영어교육학회 (The Modern English Education Society)|2020.05|현대영어교육 (Modern English Education)|제21권 제2호|pp. 1-13|DOI 10.18095/meeso.2020.21.2.1

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The present study investigates the impact of mobile interactions with AI on writing performance, on students’ attitudes toward English learning, and on their perspectives when using AI chatbot applications. Seventy-three university students participated in the study during the semester. They were assigned to two different groups: an i-to-face group and an AI text-chatting group. They were given two writing tasks which involved describing a picture and giving opinions drawn from the TOEIC Writing Tests in the pre- and post-stages. In addition, they were asked to respond to pre- and post-surveys to explore their changes in attitudes toward English learning. The AI text-chatting group was given open-ended questions on their experiences. The quantitative data and qualitative responses were analyzed. The findings are as follows. First, both groups showed significant improvement in the two writing tasks. However, the participants in the AI text-chatting group improved significantly better than those in the face-to-face group. Second, regarding the changes in learners’ attitudes toward English learning, both groups’ anxiety levels declined over time. Various comments on interacting with AI were mentioned. Based on the findings, suggestions and limitations for future studies are provided.

Abstract

The present study investigates the impact of mobile interactions with AI on writing performance, on students’ attitudes toward English learning, and on their perspectives when using AI chatbot applications. Seventy-three university students participated in the study during the semester. They were assigned to two different groups: an i-to-face group and an AI text-chatting group. They were given two writing tasks which involved describing a picture and giving opinions drawn from the TOEIC Writing Tests in the pre- and post-stages. In addition, they were asked to respond to pre- and post-surveys to explore their changes in attitudes toward English learning. The AI text-chatting group was given open-ended questions on their experiences. The quantitative data and qualitative responses were analyzed. The findings are as follows. First, both groups showed significant improvement in the two writing tasks. However, the participants in the AI text-chatting group improved significantly better than those in the face-to-face group. Second, regarding the changes in learners’ attitudes toward English learning, both groups’ anxiety levels declined over time. Various comments on interacting with AI were mentioned. Based on the findings, suggestions and limitations for future studies are provided.

참고문헌 (54)

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