AI펭톡을 활용한 플립 러닝 수업이 초등학습자의 영어 말하기 능력에 미치는 영향
The Effect of AI PengTalk-based Flipped Learning on Elementary EFL Learner’s Speaking Proficiency
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study investigates the effect of using AI PengTalk into flipped learning model on elementary students’ English-speaking proficiency. The participants included 22 elementary students that were divided into two groups and received different treatments: the experimental group completed activities on AI PengTalk before class while the control group viewed video materials. Classes were 45 minutes long and conducted twice a week over a period of 8 sessions. The results revealed that both groups improved their speaking abilities, with the experimental group demonstrating progress across all evaluated areas of content, fluency, vocabulary, grammar, and intelligibility. The control group, on the other hand, showed positive changes only in fluency, vocabulary, and intelligibility. Further analysis of within-group changes based on proficiency levels indicated that higher-level learners in the experimental group improved their fluency, vocabulary, and overall speaking, with no significant gains observed in the control group. For the lower-level learners, the experimental group improved in all aspects of speaking, but the control group only showed improvement in vocabulary. Lastly, the experimental group reported increased self-efficacy, while the control group showed no changes in affective domains.
Abstract
This study investigates the effect of using AI PengTalk into flipped learning model on elementary students’ English-speaking proficiency. The participants included 22 elementary students that were divided into two groups and received different treatments: the experimental group completed activities on AI PengTalk before class while the control group viewed video materials. Classes were 45 minutes long and conducted twice a week over a period of 8 sessions. The results revealed that both groups improved their speaking abilities, with the experimental group demonstrating progress across all evaluated areas of content, fluency, vocabulary, grammar, and intelligibility. The control group, on the other hand, showed positive changes only in fluency, vocabulary, and intelligibility. Further analysis of within-group changes based on proficiency levels indicated that higher-level learners in the experimental group improved their fluency, vocabulary, and overall speaking, with no significant gains observed in the control group. For the lower-level learners, the experimental group improved in all aspects of speaking, but the control group only showed improvement in vocabulary. Lastly, the experimental group reported increased self-efficacy, while the control group showed no changes in affective domains.
참고문헌 (70)
- Abdullah, M., "Does flipped classroom model affect EFL learners’ anxiety in English speaking performance", International Journal of Emerging Technologies in Learning(iJET), 16(1), pp.94~108 (2021)[DOI]
- Ahn, M., "A study on the factors that influence the flipped class and learners’ satisfaction level", Multimedia-Assisted Language Learning, 19(1), pp.114~136 (2016)[DOI]
- Akçayır, G., "The flipped classroom : A review of its advantages and challenges", Computers & Education, 126, pp.334~345 (2018)[DOI]
- Ayedoun, E., "A conversational agent to encourage willingness to communicate in the context of English as a foreign language", Procedia Computer Science, 60, pp.1433~1442 (2015)[DOI]
- Ayedoun, E., "Adding communicative and affective strategies to an embodied conversational agent to enhance second language learners’ willingness to communicate", International Journal of Artificial Intelligence in Education, 29, pp.29~57 (2019)[DOI]
- Bergmann, J., "Flip your classroom: Reach every student in every class every day" (2012), International society for technology in education
- Bergmann, J., "Flipped learning for English language instruction (Vol. 4)" (2015), International Society for Technology in Education
- Brown, H. D., "Language assessment: Principles and classroom practices" (2019), Pearson Education
- Çakmak, F., "Chatbot-human interaction and its effects on EFL students’ L2 speaking performance and anxiety", Novitas-ROYAL(Research on Youth and Language), 16(2), pp.113~131 (2022)
- Cha, S. M., "Exploring the use and effects of AI PengTalk in primary English learners’ vocabulary knowledge and affective domains", Primary English Education, 29(2), pp.5~22 (2023)[DOI]
- Chen Hsieh, J. S., "Using the flipped classroom to enhance EFL learning", Computer Assisted Language Learning, 30(1-2), pp.1~21 (2017)[DOI]
- Chou, C. P., "A study on flipped learning concerning learning motivation and learning attitude in language learning", Frontiers in Psychology, 12, pp.753463~ (2021)[DOI]
- Cubillos, J. H., "The impact of study abroad on students' self-efficacy perceptions", Foreign Language Annals, 45(4), pp.494~511 (2012)[DOI]
- El Shazly, R., "Effects of artificial intelligence on English speaking anxiety and speaking performance : A case study", Expert Systems, 38(3), pp.1~15 (2021)[DOI]
- Foster, P., "The influence of planning and task type on second language performance", Studies in Second Language Acquisition, 18(3), pp.299~323 (1996)[DOI]
- Fryer, L. K., "Bots as language learning tools", Language Learning & Technology, 10(3), pp.8~14 (2006)
- Hew, K. F., "Using chatbots in flipped learning online sessions: Perceived usefulness and ease of use", Blended Learning: Re-thinking and Re-defining the Learning Process: 14th International Conference, ICBL 2021, 12830, pp.164~175 (2021)
- Hong, S., "The perception and satisfaction analysis of AI Pengtalk", Modern English Education, 22(4), pp.70~78 (2021)[DOI]
- Hong, S., "An analysis of using dialogue-based chatbot in elementary English education", Korean journal of Elementary Education, 31(5), pp.31~55 (2021)[DOI]
- Huang, W., "Chatbots for language learning-Are they really useful? A systematic review of chatbot-supported language learning", Journal of Computer Assisted Learning, 38(1), pp.237~257 (2022)[DOI]
- Im, J, "Implementation of general English courses based on flipped learning", 2015 Conference Proceedings, pp.205~208 (2015), The Applied Linguistics Association of Korea
- Jang, J. -H., "Effect of elementary English speaking class using AI PengTalk", Journal of the Elementary Education Society, 37, pp.37~55 (2022)
- Jeon, E. -Y., "Perception, motivation, and utilization of AI PengTalk in an innovative city elementary school : A case study", Multimedia-Assisted Language Learning, 26(4), pp.72~97 (2023)[DOI]
- Jeong, Y., "Exploring the efficacy of an AI chatbot-based automatic speech recognition based on a comparative error analysis", Multimedia-Assisted Language Learning, 24(4), pp.261~289 (2021)[DOI]
- "AI PengTalk’ talking with Pengsoo in English… All elementary students can use it starting from the 16th" (2023)[URL]
- Kim, G., "The implementation and effectiveness of mobile-assisted flipped learning model for the improvement of Korean university students’ English listening ability", Journal of the Korea English Education Society, 18(2), pp.95~115 (2019)[DOI]
- Kim, H. -Y., "An investigative study of Korean elementary school students’ self-directed language learning readiness", Primary English Education, 15(3), pp.37~55 (2009)
- Kim, H., "An analysis of the effectiveness of artificial intelligence English speaking program : The results of AI PengTalk pilot schools", The Korean Journal of Educational Methodology Studies, 33(3), pp.563~588 (2021)[DOI]
- Kim, N. -Y., "Effects of voice chat on EFL learners’ speaking ability according to proficiency levels", Multimedia-Assisted Language Learning, 19(4), pp.63~88 (2016)
- Kim, N. -Y., "Chatbots and Korean EFL students’ English vocabulary learning", Journal of Digital Convergence, 16(2), pp.1~7 (2018)[DOI]
- Kim, N. -Y., "A study on the use of artificial intelligence chatbots for improving English grammar skills", Journal of Digital Convergence, 17(8), pp.37~46 (2019)[DOI]
- Kim, H. -S., "Is it beneficial to use AI chatbots to improve learners’ speaking performance?", Journal of Asia TEFL, 18(1), pp.161~178 (2021)[DOI]
- Lee, A. -Y., "The effects of flipped learning on elementary school students’ English achievement and self-directed learning readiness", The Journal of Education, 37(2), pp.175~198 (2017)[DOI]
- Lee, D. Y., "Research on developing instructional design models for flipped learning", The Journal of Digital Policy & Management, 11(12), pp.83~92 (2013)[DOI]
- Lee, J. E., "The effects of flipped learning-based elementary English language program on speaking ability, creative personality and learning flow of learners", Journal of Learner-Centered Curriculum and Instruction, 17(14), pp.251~273 (2017)[DOI]
- Lee, K., "The effect of English home learning using AI Pengtalk on learners’ vocabulary and sentence composition ability", Master, pp.2022
- Lee, S., "The effects of gamification-based artificial intelligence chatbot activities on elementary English learners’ speaking performance and affective domains", Primary English Education, 25(3), pp.75~98 (2019)[DOI]
- Lee, W.-K., "A guide to primary English language testing" (2009), JYbooks
- Lee, Y., "Exploring the effects of story-making activities using wordless picture books on English speaking and writing of Korean EFL elementary students", Master, pp.2019
- Lee, G., "Flipped learning in the English as a foreign language classroom : Outcomes and perceptions", TESOL Quarterly, 52(1), pp.62~84 (2018)[DOI]
- Levis, J. M., "Changing contexts and shifting paradigms in pronunciation teaching", TESOL Quarterly, 39(3), pp.369~377 (2005)[DOI]
- Li, S., "Integration of flipped classroom model for EFL speaking", International Journal of Learning and Teaching, 3(2), pp.118~123 (2017)
- Lin, C. J., "Learning analytics for investigating the mind map-guided AI chatbot approach in an EFL flipped speaking classroom", Educ. Technol. Soc, 24, pp.16~35 (2021)
- Lo, C. K., "A critical review of flipped classroom challenges in K-12 education : Possible solutions and recommendations for future research", Research and Practice in Technology Enhanced Learning, 12, pp.1~22 (2017)
- Lo, C. K., "A review of integrating AI-based chatbots into flipped learning : new possibilities and challenges", Frontiers in Education, 8, pp.1~7 (2023)[DOI]
- Milman, N. B., "The flipped classroom strategy : What is it and how can it best be used", Distance Learning, 9(3), pp.9~11 (2012)
- Min, C. K., "Finding a new direction for school English education", Journal of the Korea English Education Society, 21(1), pp.69~92 (2022)[DOI]
- Min, Y. H., "The effects of cooperative flipped learning on Korean primary school students’ English reading, vocabulary acquisition and affective aspects", Master, pp.2019
- "Implementation plan for future ‘Green-Smart Schools’" (2021)[URL]
- Munro, M. J., "A prospectus of pronunciation research in the 21st century", Journal of Second Language Pronunciation, 1(1), pp.11~42 (2015)
- Oh, J., "The role and application of AI PengTalk in elementary English education", Korean Journal of Elementary Education, 33(2), pp.35~50 (2022)[DOI]
- Oh, Y., "Exploring the use and effectiveness of an artificial intelligence chatbot in Korean elementary school EFL classrooms : ‘AI PengTalk’ as a speaking learning tool", The Journal of Modern British & American Language & Literature, 40(1), pp.207~235 (2022)[DOI]
- Raoofi, S., "Self-efficacy in second", foreign language learning contexts, 2012, pp.5(11), 60~73
- Seo, H., "A qualitative study on learning strategies and the degree of video preparation in flipped learning", Journal of Learner-Centered Curriculum and Instruction, 20(22), pp.415~441 (2020)[DOI]
- Suh, M. O., "The meta analysis of the effectiveness of flipped classroom", Journal of Educational Technology, 32(4), pp.707~741 (2016)
- Seong, S., "The effects of English vocabulary learning using AI PengTalk and the suggestions for its use in primary education", Multimedia-Assisted Language Learning, 25(3), pp.117~145 (2022)[DOI]
- Seong, S., "Analyzing learners’ and teachers’ perceptions of AI PengTalk for English learning and the suggestions for its use", Journal of Learner-Centered Curriculum and Instruction, 21(21), pp.915~935 (2021)[DOI]
- Shin, D., "Feasibility and constraints in applying an AI chatbot to English education", Brain, Digital, & Learning, 9(2), pp.29~40 (2019)[DOI]
- Suh, M., "The meta analysis of the effectiveness of flipped classroom", Journal of Educational Technology, 32(4), pp.707~741 (2016)[DOI]
- Wang, C., "Examining measurement properties of an English self-efficacy scale for English language learners in Korea", International Journal of Educational Research, 59, pp.24~34 (2013)[DOI]
- Woo, M., "Effects of AI PengTalk classes on improvement of English pronunciation abilities and affective factors of elementary students", Modern English Education, 24(1), pp.26~44 (2023)[DOI]
- Wu, W. C. V., "Assessing cultural awareness and linguistic competency of EFL learners in a CMC-based active learning context", System, 41(3), pp.515~528 (2013)[DOI]
- Yang, H., "Implementation of an AI chatbot as an English conversation partner in EFL speaking classes", ReCALL, 34(3), pp.327~343 (2022)[DOI]
- Yang, H., "A study on adopting AI-based chatbot in elementary English-speaking classes", Multimedia-Assisted Language Learning, 22(4), pp.184~205 (2019)
- Yeon, Y., "A study on patterns of classroom interaction using AI chatbot: Focusing on elementary English speaking class", Master, pp.2023
- Yeşilçınar, S., "Using the flipped classroom to enhance adult EFL learners' speaking skills", PASAA : Journal of Language Teaching and Learning in Thailand, 58(1), pp.206~234 (2019)[DOI]
- Yin, Q., "English as a foreign language learner interaction with chatbots : Negotiation for meaning", International Online Journal of Education and Teaching(IOJET), 7(2), pp.390~410 (2020)
- Yoon, T., "A case study on the English learning experience of elementary school English learners with EBS AI PengTalk", Journal of English Teaching through Movies and Media, 23(3), pp.27~38 (2022)[DOI]
- Yoon, T., "Effects of primary ELLs’ affective factors and satisfaction through AI-based speaking activity", The Journal of the Korea Contents Association, 21(9), pp.34~41 (2021)[DOI]
- Yoon, Y. B., "Artificial intelligence and primary English education: With special reference to chatbots", The Journal of Korea Elementary Education, 31, pp.77~90 (2020)[DOI]
