생성형 인공지능이 중등 영어교육에 미치는 영향: 2022-2025년 수업 사례 연구 동향 분석
The Impact of Generative AI on Secondary English Education: A Trend Analysis of Classroom Case Studies (2022-2025)
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The purpose of this research is to investigate the impact of generative AI on Korean secondary English education, following the emergence of ChatGPT in 2022. Generative AI is predominantly used for reading and writing, a trend influenced by Korea’s assessment environment and AI’s technical capabilities and user accessibility. Research reveals that AI tools have differential effects based on proficiency; they significantly improve the language skills and confidence of low/intermediate-level students, potentially reducing learning gaps and implying the need for differentiated pedagogical strategies. The introduction of AI is also shifting the teacher’s role from a knowledge transmitter to a learning designer and facilitator. Furthermore, learners tend to adopt self-directed methods by using AI as an interactive partner for designing questions and revising work based on feedback. Overall, generative AI is a powerful tool for innovative pedagogical approaches and learner-centered education. To maximize its potential, future research should focus on developing integrated models that better incorporate competency-based learning models, redefining the teacher’s role, and creating new assessment methods for the AI era.
Abstract
The purpose of this research is to investigate the impact of generative AI on Korean secondary English education, following the emergence of ChatGPT in 2022. Generative AI is predominantly used for reading and writing, a trend influenced by Korea’s assessment environment and AI’s technical capabilities and user accessibility. Research reveals that AI tools have differential effects based on proficiency; they significantly improve the language skills and confidence of low/intermediate-level students, potentially reducing learning gaps and implying the need for differentiated pedagogical strategies. The introduction of AI is also shifting the teacher’s role from a knowledge transmitter to a learning designer and facilitator. Furthermore, learners tend to adopt self-directed methods by using AI as an interactive partner for designing questions and revising work based on feedback. Overall, generative AI is a powerful tool for innovative pedagogical approaches and learner-centered education. To maximize its potential, future research should focus on developing integrated models that better incorporate competency-based learning models, redefining the teacher’s role, and creating new assessment methods for the AI era.