영어 작문 과정에 활용한 ChatGPT에 대한 한국인 예비영어교사의 인식 탐색
Exploring perceptions of Korean pre-service English teachers on using ChatGPT in the English writing process
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This study explores Korean pre-service English teachers’ perceptions of using ChatGPT in the English writing process and its impact on their writing competence. Participants composed the first drafts on assigned topics, followed by use of ChatGPT for revisions. They were then asked to reflect on their experience with ChatGPT to aid in the revision process. A thematic analysis of learners’ reflections and surveys was conducted to identify emerging themes. The findings uncovered several key emerging themes that are divided into two categories: positive and negative aspects. Positive aspects were divided into cognitive and affective categories. Participants perceived the feedback on content, organization, language use, and all-inclusive service as cognitively positive. In addition, they perceived its effects to be positive in terms of excitement, time efficiency, confidence boost, and willingness to use. However, the hallucination of ChatGPT, ethical issues such as authorship and overreliance were pointed out as negative aspects. This study demonstrates the potential benefits of integrating ChatGPT as a writing tool in English language learning, particularly for Korean pre-service English teachers. The findings offer valuable insights for educators considering the adoption of AI-driven conversational agents to enhance students’ writing competence and foster self-regulation in the revision process.
Abstract
This study explores Korean pre-service English teachers’ perceptions of using ChatGPT in the English writing process and its impact on their writing competence. Participants composed the first drafts on assigned topics, followed by use of ChatGPT for revisions. They were then asked to reflect on their experience with ChatGPT to aid in the revision process. A thematic analysis of learners’ reflections and surveys was conducted to identify emerging themes. The findings uncovered several key emerging themes that are divided into two categories: positive and negative aspects. Positive aspects were divided into cognitive and affective categories. Participants perceived the feedback on content, organization, language use, and all-inclusive service as cognitively positive. In addition, they perceived its effects to be positive in terms of excitement, time efficiency, confidence boost, and willingness to use. However, the hallucination of ChatGPT, ethical issues such as authorship and overreliance were pointed out as negative aspects. This study demonstrates the potential benefits of integrating ChatGPT as a writing tool in English language learning, particularly for Korean pre-service English teachers. The findings offer valuable insights for educators considering the adoption of AI-driven conversational agents to enhance students’ writing competence and foster self-regulation in the revision process.
참고문헌 (22)
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