영어교육에서 AI 챗봇과 인간 교사의 상호보완적 역할에 대한 교사와 학습자 인식 기반 연구
Exploring the Complementary Roles of AI Chatbots and Human Teachers in English Education: Perceptions of Learners and Educators
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With the rapid advancement of artificially intelligent (AI) technology, its applications are expanding across various sectors of society. The field of English education is no exception, witnessing a swift integration of AI tools. In this context, this study empirically examined teachers’ (n = 107) and learners’ (n = 147) perceptions of the complementary roles of AI chatbots and human instructors in English education. Using both one-sample and independent-sample t-tests, this study revealed that teachers rated the usefulness of chatbots significantly higher than students, although both groups recognized their value for grammar, vocabulary, and pronunciation support. Teachers also perceived chatbot limitations more strongly, stressing their insufficiency in emotional support and motivation. Both groups rated human teachers’ roles very highly, with teachers showing stronger awareness of pedagogical and affective functions. While learners acknowledged teachers’ indispensability, they also recognized the supportive role of AI. Finally, both groups expressed positive attitudes toward a collaborative instructional model, viewing AI and human instructors not as substitutes but as complementary partners in language learning.
Abstract
With the rapid advancement of artificially intelligent (AI) technology, its applications are expanding across various sectors of society. The field of English education is no exception, witnessing a swift integration of AI tools. In this context, this study empirically examined teachers’ (n = 107) and learners’ (n = 147) perceptions of the complementary roles of AI chatbots and human instructors in English education. Using both one-sample and independent-sample t-tests, this study revealed that teachers rated the usefulness of chatbots significantly higher than students, although both groups recognized their value for grammar, vocabulary, and pronunciation support. Teachers also perceived chatbot limitations more strongly, stressing their insufficiency in emotional support and motivation. Both groups rated human teachers’ roles very highly, with teachers showing stronger awareness of pedagogical and affective functions. While learners acknowledged teachers’ indispensability, they also recognized the supportive role of AI. Finally, both groups expressed positive attitudes toward a collaborative instructional model, viewing AI and human instructors not as substitutes but as complementary partners in language learning.