Developing a ChatGPT-based Teaching and Learning Model for High School Reading English Literature
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초록
This study aims to develop a ChatGPT-based instructional model for ‘High School Reading English Literature’, a career elective subject, aligning with the 2022 Revised National Curriculum, which promotes the integration of AI tools such as ChatGPT. With limited empirical research on the application of ChatGPT in English literature, this study is significant in bridging this gap by developing an instructional model in accordance with academic procedures. To address this, a needs survey was conducted among 33 high school teachers and 144 Jeonnam high school students to identify their perceptions of ChatGPT and Reading English Literature. An instructional model was then developed, and an expert group evaluated its validity. A four-hour pilot class was conducted, followed by a post-survey and post-interview to assess its effectiveness and gather pedagogical implications. The study reveals significant differences between teachers and students’ perceptions of Reading English Literature. The model was positively evaluated by the expert group, and the results of the post-survey and the post-interview further confirmed its efficacy, providing three main implications. The findings of this study addressed the issue of over-reliance on ChatGPT and reshaping students’ perceptions of Reading English Literature, as well as validating the effectiveness of ChatGPT in education.
Abstract
This study aims to develop a ChatGPT-based instructional model for ‘High School Reading English Literature’, a career elective subject, aligning with the 2022 Revised National Curriculum, which promotes the integration of AI tools such as ChatGPT. With limited empirical research on the application of ChatGPT in English literature, this study is significant in bridging this gap by developing an instructional model in accordance with academic procedures. To address this, a needs survey was conducted among 33 high school teachers and 144 Jeonnam high school students to identify their perceptions of ChatGPT and Reading English Literature. An instructional model was then developed, and an expert group evaluated its validity. A four-hour pilot class was conducted, followed by a post-survey and post-interview to assess its effectiveness and gather pedagogical implications. The study reveals significant differences between teachers and students’ perceptions of Reading English Literature. The model was positively evaluated by the expert group, and the results of the post-survey and the post-interview further confirmed its efficacy, providing three main implications. The findings of this study addressed the issue of over-reliance on ChatGPT and reshaping students’ perceptions of Reading English Literature, as well as validating the effectiveness of ChatGPT in education.
참고문헌 (34)
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