한국어 학습자의 ChatGPT 활용 방식: 글쓰기 과제에서의 프롬프트 리터러시 분석
KFL Learners’ Use of ChatGPT: An Analysis of Prompt Literacy in Writing Assignments
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This study explores the characteristics of prompt literacy among learners by employing ChatGPT as a supportive tool in Korean language education, specifically analyzing the actual interaction logs between learners and ChatGPT. Over one semester, 15 Korean language learners completed three writing tasks, during which three notable characteristics of prompt literacy emerged: uniformity, discreteness, and passivity. Uniformity describes the tendency of learners to rely on limited and repetitive prompt formats, which constrain their ability to interact dynamically with AI. Discreteness reflects the lack of continuity in interactions, where exchanges with ChatGPT often appear segmented rather than connected, thus limiting deeper engagement. Passivity indicates a prevalent approach in which learners accept AI responses without critically evaluating or expanding on them, resulting in a more superficial use of ChatGPT. These findings highlight that learners tend to use ChatGPT primarily as a tool for information retrieval or translation rather than as a dynamic conversational partner, thereby underutilizing the AI’s full potential. To maximize the educational impact of generative AI, there is a clear need for instructional support aimed at strengthening learners’ prompt literacy skills and encouraging deeper, more interactive engagement with AI tools in language learning.
Abstract
This study explores the characteristics of prompt literacy among learners by employing ChatGPT as a supportive tool in Korean language education, specifically analyzing the actual interaction logs between learners and ChatGPT. Over one semester, 15 Korean language learners completed three writing tasks, during which three notable characteristics of prompt literacy emerged: uniformity, discreteness, and passivity. Uniformity describes the tendency of learners to rely on limited and repetitive prompt formats, which constrain their ability to interact dynamically with AI. Discreteness reflects the lack of continuity in interactions, where exchanges with ChatGPT often appear segmented rather than connected, thus limiting deeper engagement. Passivity indicates a prevalent approach in which learners accept AI responses without critically evaluating or expanding on them, resulting in a more superficial use of ChatGPT. These findings highlight that learners tend to use ChatGPT primarily as a tool for information retrieval or translation rather than as a dynamic conversational partner, thereby underutilizing the AI’s full potential. To maximize the educational impact of generative AI, there is a clear need for instructional support aimed at strengthening learners’ prompt literacy skills and encouraging deeper, more interactive engagement with AI tools in language learning.
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