유도(guided) 쓰기 활동에서 ChatGPT의 활용 방안
Utilizing ChatGPT in guided writing activities
1
조회
0
다운로드
46
인용
0
참고문헌
키워드
초록
This study investigates the potential of ChatGPT as a tool for guided writing instruction with 21 pre-service teachers. The study examines the effects of using ChatGPT during the planning and revising stages of writing. The results of the study indicate that the ideas and outlines provided by ChatGPT are highly beneficial in the writing process. The majority of the participants (71.4%) responded that ChatGPT’s ideas and outlines were very helpful, and the remaining 28.6% stated that they were somewhat helpful. This indicates that ChatGPT can assist writers in generating ideas and organizing their thoughts before they begin writing. Moreover, ChatGPT’s feedback was found to be useful in the reviewing and revising process. 76.2% of the participants evaluated ChatGPT’s feedback as very helpful, and the remaining 23.8% responded that it was somewhat helpful. However, some participants pointed out that excessive reliance on ChatGPT could have a counterproductive effect on learning. Therefore, the study recommends that teachers provide meticulous guidance to learners in utilizing ChatGPT. In conclusion, some limitations and suggestions for further research are also provided.
Abstract
This study investigates the potential of ChatGPT as a tool for guided writing instruction with 21 pre-service teachers. The study examines the effects of using ChatGPT during the planning and revising stages of writing. The results of the study indicate that the ideas and outlines provided by ChatGPT are highly beneficial in the writing process. The majority of the participants (71.4%) responded that ChatGPT’s ideas and outlines were very helpful, and the remaining 28.6% stated that they were somewhat helpful. This indicates that ChatGPT can assist writers in generating ideas and organizing their thoughts before they begin writing. Moreover, ChatGPT’s feedback was found to be useful in the reviewing and revising process. 76.2% of the participants evaluated ChatGPT’s feedback as very helpful, and the remaining 23.8% responded that it was somewhat helpful. However, some participants pointed out that excessive reliance on ChatGPT could have a counterproductive effect on learning. Therefore, the study recommends that teachers provide meticulous guidance to learners in utilizing ChatGPT. In conclusion, some limitations and suggestions for further research are also provided.
참고문헌 (31)
- 김동일, "국내 읽기이해 관련 검사도구 특성 분석", 아시아교육연구, 18(1), pp.121~144 (2017), 교육연구소
- ChatGPT는 혁신의 도구가 될 수 있을까?: ChatGPT 활용 사례 및 전망, "김태원", NIA AI Future Strategy Center, ~, pp.NIA_The AI Report 2023-1 (2023)
- "챗 뤼튼" (2023), 뤼튼테크놀로지스[URL]
- 교과 교육과정 국제비교 연구: 언어교육(자국어, 영어)을 중심으로, "박혜영", 교육부, ~, pp.연구보고 교육부-위탁-2018-17 (2018)
- 서혁, "담화구조와 주제 구성에 관한 연구", 박사, pp.1996
- 손태호, "한국 고등학생 영어 쓰기 수업에서 동료 피드백과 교사 피드백의 효과 비교 연구", 석사, 영어교육, pp.2007
- 신동광, "내용중심 영어 교수 학습의 도구로서 ChatGPT의 활용 가능성 탐색", 영어교과교육, 22(1), pp.171~192 (2023), 한국영어교과교육학회
- 이덕주, "전문직 위협하는 챗GPT … 美의사면허·로스쿨 시험도 통과", 매일경제, ~ (2023)
- 장서현, "Korean English Learners’ Incorporation of Native and Nonnative English Teacher Feedback", 학습자중심교과교육연구, 18(8), pp.443~464 (2018), 학습자중심교과교육학회[DOI]
- Applebee, A. N., "Writing and reasoning", Review of Educational Research, 54, pp.577~596 (1984)[DOI]
- Bitchener, B., "Evidence in support of written corrective feedback", Journal of Second Language Writing, 17(2), pp.102~118 (2008)[DOI]
- Broughton, G., "Teaching English as a foreign language" (2003), Routledge
- Bruder, M., "Teaching English as a second language" (1976), Wadsworth
- Connor, U., "Peer response groups in ESL writing classes : How much impact on revision", Journal of Second Language Writing, 3(3), pp.257~276 (1994)[DOI]
- Herber, H. L., "Teaching reading in the content areas" (1970), Prentice Hall
- Ji, H., "A systematic review of conversational AI in language education : Focusing on the collaboration with human teachers", Journal of Research on Technology in Education, 55(1), pp.48~63 (2023)[DOI]
- Kennedy, C. E., "Methods in teaching developmental reading" (1974), F. E. Peacock Publishers
- Kern, R. G., "Restructuring classroom interaction with networked computers : Effects on quantity and characteristics of language production", The Modern Language Journal, 79(4), pp.457~476 (1995)[DOI]
- Krathwohl, D. R., "A revision of bloom’s taxonomy : An overview", Theory Into Practice, 41(4), pp.212~218 (2002)[DOI]
- Kroll, B., "Second language writing: Research insights for the classroom" (1990), Cambridge University Press
- McDonough, K., "Identifying effective writing tasks for use in EFL write-to-learn language contexts", The Language Learning Journal, 15(4), pp.1~12 (2018)[DOI]
- Oczkus, L. D., "Guided writing: Practical lessons, powerful results" (2007), Heinemann
- Quitadamo, I. J., "Learning to improve : Using writing to increase critical thinking performance in general education biology", Life Sciences Education, 6, pp.140~154 (2007)[DOI]
- Sheen, Y., "Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners", System, 37(4), pp.556~569 (2009)[DOI]
- Shin, D., "An exploratory study on the potential of machine reading comprehension as an instructional scaffolding device in second language reading lessons", System, 109, pp.102863~ (2022)[DOI]
- Smith, P. G., "Dimensions of analysis and recognized meanings", Educational Theory, 13(3), pp.183~224 (1963)[DOI]
- Terhune, N. M., "Language learning going global : Linking teachers and learners via commercial Skype-based CMC", Computer Assisted Language Learning, 29(6), pp.1071~1089 (2016)[DOI]
- Tomlinson, B. P., "An approach to the teaching of continuous writing in ESL classes", English Language Teaching, 37(1), pp.7~15 (1983)[DOI]
- Turbill, J., "Targeting text: A guided writing project" (2007), School Education Division
- Wu, W., "The effect of blog peer review and teacher feedback on the revisions of EFL writers", Japanese EFL Learner Corpus, 3, pp.125~139 (2006)[DOI]
- Xiao, Y., "The impact of two types of peer assessment on students’ performance and satisfaction within a Wiki environment", Internet and Higher Education, 11, pp.186~193 (2008)[DOI]
