Scaffold, Not Surrogate: Korean EFL Writers’ Perceived Benefits and Concerns of ChatGPT
한국 EFL 학습자들의 ChatGPT 활용 인식: 학습 발판으로서의 가능성 탐색
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The rapid emergence of generative AI tools such as ChatGPT has opened new possibilities in English as a Foreign Language (EFL) education, yet research on their application in scriptwriting for oral presentations remains scarce. This study explored Korean EFL college students’ perceptions of incorporating ChatGPT into a general English speaking course, focusing on both benefits and challenges. A qualitative design employed pre- and post-surveys, reflective journals, and interviews, following a three-stage writing process (drafting – AI-assisted revision – self-reflective revision). To analyze the data collected, inductive thematic analysis was used, following three coding process: pre-coding, open-coding, and coding to capture recurring patterns. Findings indicate that ChatGPT facilitated linguistic development and fostered positive affective outcomes including motivation, and reduced anxiety, while concerns emerged about over-reliance, reliability, and authorship ethics. The study highlights the importance of teacher-guided and ethical AI use in EFL contexts to enhance learner autonomy and competence. Despite limitations of a single context and self-reported data, findings suggest that thoughtful use of ChatGPT can effectively.
Abstract
The rapid emergence of generative AI tools such as ChatGPT has opened new possibilities in English as a Foreign Language (EFL) education, yet research on their application in scriptwriting for oral presentations remains scarce. This study explored Korean EFL college students’ perceptions of incorporating ChatGPT into a general English speaking course, focusing on both benefits and challenges. A qualitative design employed pre- and post-surveys, reflective journals, and interviews, following a three-stage writing process (drafting – AI-assisted revision – self-reflective revision). To analyze the data collected, inductive thematic analysis was used, following three coding process: pre-coding, open-coding, and coding to capture recurring patterns. Findings indicate that ChatGPT facilitated linguistic development and fostered positive affective outcomes including motivation, and reduced anxiety, while concerns emerged about over-reliance, reliability, and authorship ethics. The study highlights the importance of teacher-guided and ethical AI use in EFL contexts to enhance learner autonomy and competence. Despite limitations of a single context and self-reported data, findings suggest that thoughtful use of ChatGPT can effectively.