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Topic Trends Analysis in Chatbot-Related Studies Using Topic Modeling Techniques: Insights from South Korean English Pedagogy

황명환|이희경
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2024.06|Journal of Asia TEFL|제21권 제2호|pp. 325-343|DOI http://dx.doi.org/10.18823/asiatefl.2024.21.2.4.325

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AI chatbotstrend analysistopic modelingkeyword analysischatbot-assisted language learning

초록

본 연구는 지금까지 한국의 영어 교육 분야에서 발표된 챗봇 관련 연구들의 주제 동향을탐색하고, 시간의 흐름에 따라 연구 주제의 변화를 확인하고자 실시되었다. 본 연구의 목표를달성하기 위해 학술지 논문을 중심으로 관련 문헌을 선별하여 수집하였다. 그 결과 93편의학술 논문이 최종 분석 대상으로 선정되었다. 아울러, 분석 대상 논문에서 제목과 초록을추출하였으며, 이를 바탕으로 토픽 모델링 기법을 활용하여 챗봇 관련 연구들의 주제 동향 및시간에 따른 주제 변화 추이를 관찰하였다. 본 연구 결과를 정리하면 다음과 같다. 첫째, 한국의영어 교육 분야에서 실시된 챗봇 관련 연구들은 주로 학생들을 대상으로 하고 있으며, 사용된챗봇 유형은 당시의 기술 동향이 반영되고 있는 것으로 나타났다. 둘째, 토픽 모델링 분석을통해 "다양한 목적을 위한 챗봇의 다면적 응용(주제 1)", "챗봇 사용의 효과와 사용자 인식이해(주제 2)", "챗봇 중심 과업, 과업 별 챗봇 개발 및 학습자-챗봇 상호작용(주제 3)"의 세가지 연구 주제 동향이 관찰되었다. 셋째, 해당 주제들의 시간적 변화 추이를 살펴본 결과, 주제1의 비중은 시간이 지남에 따라 증가하는 추세를 보였고, 주제2는 반대로 감소하는추세를 보였다. 주제3에서는 시간의 흐름에 상관없이 일관되게 낮은 관찰 빈도가 목격되었다. 본 연구는 한국의 영어 교육 맥락을 바탕으로 수행되었으나, 한국을 포함하여 유사한 외국어학습 배경을 공유하는 학문 공동체에 역시 영어 교육에서의 효과적인 챗봇 통합을 위해 필요한 향후 연구 주제에 대해 다양한 방향과 지침을 제공해줄 수 있다

Abstract

This study aimed to investigate the specific topics of scholarly inquiries related to a chatbot within the domain of English pedagogy in South Korea and to track the changes in these topics over time. To achieve this goal, rigorous criteria were established to screen and gather relevant literature, resulting in the selection of 93 scholarly articles. From these articles, titles and abstracts were extracted and analyzed using topic modeling techniques. The findings of this investigation are as follows: first, it was observed that most chatbot-related scholarly articles in Korea predominantly involved students as subjects, and the types of chatbots used reflect sensitivity to current technological trends. Secondly, the topic modeling analysis identified three main topics: "the multifaceted application of chatbots for various purposes (Topic 1)," "understanding the impacts and perceptions of chatbot use (Topic 2)," and "chatbot-centric tasks, the development of task-specific chatbots, and learner-chatbot interactions (Topic 3)." Lastly, the temporal trajectory of these topics revealed a noticeable increase in the proportion of Topic 1, a decrease in Topic 2, and a consistently low frequency of Topic 3. Despite being limited to the context of South Korean English pedagogy, these insights provide several academic implications. Specifically, the findings can help researchers better understand and identify future research areas within and beyond the South Korean English education context.

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