AIDT의 한국어 교육 적용 가능성 탐색: ‘모두의 한국어’의 사례 검토 및 제언
Exploring the Applicability of AIDT to Korean Language Education: A Case Review of Korean for All and Recommendations
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This study explores the applicability of AIDT in the context of Korean language education for non-native speakers. As intelligent educational tools, AIDTs offer personalized feedback, learning diagnostics, adaptive content delivery, and learning history management, all of which support individualized learning paths. Drawing on recent implementation cases in Korean elementary and secondary education as well as government-issued guidelines, this paper examines the pedagogical potential of AIDTs beyond the boundaries of public curriculum constraints. Despite recent policy shifts that cast uncertainty on the official status of AIDTs within Korea’s public education system, their application in Korean as a foreign language (KFL) education remains viable due to the flexible use of diverse instructional resources in this field. The study categorizes core AIDT functions —including AI tutors and teaching assistants — and assesses their alignment with key competencies in Korean language instruction. By analyzing technological affordances and practical usage scenarios, the paper argues that AIDTs may serve as effective tools for differentiated instruction, formative assessment, and learner-centered pedagogy in KFL classrooms.
Abstract
This study explores the applicability of AIDT in the context of Korean language education for non-native speakers. As intelligent educational tools, AIDTs offer personalized feedback, learning diagnostics, adaptive content delivery, and learning history management, all of which support individualized learning paths. Drawing on recent implementation cases in Korean elementary and secondary education as well as government-issued guidelines, this paper examines the pedagogical potential of AIDTs beyond the boundaries of public curriculum constraints. Despite recent policy shifts that cast uncertainty on the official status of AIDTs within Korea’s public education system, their application in Korean as a foreign language (KFL) education remains viable due to the flexible use of diverse instructional resources in this field. The study categorizes core AIDT functions —including AI tutors and teaching assistants — and assesses their alignment with key competencies in Korean language instruction. By analyzing technological affordances and practical usage scenarios, the paper argues that AIDTs may serve as effective tools for differentiated instruction, formative assessment, and learner-centered pedagogy in KFL classrooms.