인공지능 도구 기반 한국어 읽기 유창성 교육에 대한 일본인 초급 학습자의 인식과 태도

Abstract

This study explored the potential of artificial intelligence (AI)-based tools in Korean reading fluency instruction for beginner learners whose first language is Japanese, and it analyzed their perceptions and attitudes toward such instruction. Microsoft’s ‘Reading Progress’ was implemented in an actual classroom setting, followed by a survey to examine the learners’ responses. The analysis revealed that learners experienced improvements in key components of reading fluency, such as pronunciation accuracy, sentence-level reading, and prosody. They also reported increased confidence and interest in reading activities. These findings suggest that AI-based reading activities can effectively support both the cognitive and affective aspects of learning. Based on these results, this study proposes three practical directions for designing AI-assisted Korean reading fluency instruction. First, the instructional design should align with the core components of fluency and enable the effective use of automatic feedback functions. Second, repetitive learning structures and flexible assessment systems that promote learner motivation should be incorporated. Third, it is important to ensure technical reliability and user accessibility through clear guidance and learner support. While this study is limited as it did not empirically verify instructional effectiveness and was restricted to a specific learner group, it contributes by presenting a concrete classroom-based case in an underexplored area of Korean language education. These findings are expected to serve as foundational data for future research and practice in AI-supported reading fluency instruction.