학습 피드백 도구로서 ChatGPT를 활용한 TOPIK 말하기 연습 모형 개발 및 효과 탐색
Developing TOPIK Speaking Practice Model and Exploring Effectiveness Using ChatGPT as a Learning Feedback Tool
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study uses ChatGPT, a generative AI, as a learning feedback tool to develop a practice model and customized feedback prompt to improve learners’ TOPIK speaking ability, and to verify its effectiveness through 8 educational experiments. As a research method, the pre-evaluation and post-evaluation results of 10 experimental groups and 10 control groups that did not apply the practice model were compared and analyzed, targeting 20 Chinese learners at the middle and high level based on TOPIK. To this end, the analysis was conducted in a quantitative and qualitative way through the corresponding sample t-test and interview. As a result, the experimental group showed a remarkably more pronounced improvement effect than the control group in the pre-evaluation and post-evaluation results, and significantly higher improvement scores than the control group in three evaluation factors: content and task performance, language use, and speech delivery power. In addition, even in the post-interview of the experimental group, the participants of the experiment showed a positive response to this practice model. This study proved that the use of feedback functions of AI tools such as ChatGPT in the TOPIK speaking education field can substantially help Korean learners improve TOPIK speaking learning ability and is meaningful in showing the potential of AI-based learning tools in TOPIK speaking learning.
Abstract
This study uses ChatGPT, a generative AI, as a learning feedback tool to develop a practice model and customized feedback prompt to improve learners’ TOPIK speaking ability, and to verify its effectiveness through 8 educational experiments. As a research method, the pre-evaluation and post-evaluation results of 10 experimental groups and 10 control groups that did not apply the practice model were compared and analyzed, targeting 20 Chinese learners at the middle and high level based on TOPIK. To this end, the analysis was conducted in a quantitative and qualitative way through the corresponding sample t-test and interview. As a result, the experimental group showed a remarkably more pronounced improvement effect than the control group in the pre-evaluation and post-evaluation results, and significantly higher improvement scores than the control group in three evaluation factors: content and task performance, language use, and speech delivery power. In addition, even in the post-interview of the experimental group, the participants of the experiment showed a positive response to this practice model. This study proved that the use of feedback functions of AI tools such as ChatGPT in the TOPIK speaking education field can substantially help Korean learners improve TOPIK speaking learning ability and is meaningful in showing the potential of AI-based learning tools in TOPIK speaking learning.
참고문헌 (18)
- 2023년 교육부 업무 추진계획, "교육부", ~ (2023)
- "한국어능력시험 홈페이지" (2023), 국립국제교육원[URL]
- 김지민, "한국어능력시험 TOPIK(토픽)말하기 표현 마스터" (2023), 시대고시기획
- 김경선, "2021년 한국어능력시험(TOPIK)말하기 평가 시범 시행 결과 분석", 국제한국어교육학회 춘계학술발표논문집, pp.322~342 (2022), 국제한국어교육학회
- ChatGPT는 혁신의 도구가 될 수 있을까? : ChatGPT 활용 사례 및전망, "김태원", 한국지능정보사회진흥원(NIA), 1~3 (2023)
- 김형민, "한국어교육에서의 대화형 인공지능 챗봇 적용 가능성 탐색-고급한국어 학습자와 ChatGPT의 상호작용 분석을 중심으로-", 우리어문연구, 76(2), pp.265~ (2023), 우리어문학회
- 이수정, "챗 기반의 미래교육 시대에 학습무기력 학습자의 유형과변화에 영향을 미치는 요인 분석", 산업연구, 47(1), pp.193~219 (2023), 단국대학교미래산업연구소
- 위약요, "TOPIK 말하기 시험에 대한 중국인 KFL 학습자의 인식 조사 및불안 분석 연구", 외국어로서의 한국어교육, 70, pp.102~ (2023), 연세대학교 언어연구교육원 한국어학당
- 장경완, "교수 모형에 따른 중국인 고급 학습자를 위한 한국어 말하기 교육연구-TOPIK 말하기 시험 문항을 중심으로-", 박사, pp.2022
- 정미례, "한국어능력시험(TOPIK)말하기 평가 개발 및 운영 방안", 국제한국어교육학회 춘계학술발표논문집, pp.316~317 (2022), 국제한국어교육학회
- Lim, W. M., "Generative AI and the future of education : Ragnarök or reformation? A paradoxical perspective from management educators", The International Journal of Management Education, 21(2), pp.1~2 (2023)
- Miao, F., "AI and education : A guidance for policymakers", pp.16~ (2021), UNESCO Publishing
- Pardo, A., "Using learning analytics to scale the provision of personalised feedback", British Journal of Educational Technology, 50(1), pp.128~138 (2019)
- Peres, R., "On ChatGPT and beyond : How generative artificial intelligence may affect research, teaching, and practice", International Journal of Research in Marketing, 40(2), pp.269~275 (2023)
- Thurlings, M., "Understanding feedback : A learning theory perspective", Educational Research Review, 9, pp.1~15 (2013)
- Jung, H. R., "Navigating ChatGPT’s challenges to English writing education : Finding a path forward", The Journal of Modern British & American Language & Literature, 41(3), pp.239~261 (2023)