AI 기반 영작문 학습도구에 대한 대학생 학습자 인식: Google Translate, Naver Papago, 그리고 Grammarly를 중심으로
College students’ perceptions of AI-based writing learning tools: With a focus on Google Translate, Naver Papago, and Grammarly
0
조회
0
다운로드
42
인용
0
참고문헌
키워드
초록
This study investigated students’ perception of learning effects of AI-based English writing learning tools, Google Translate (GT) or Naver Papago (NP) and Grammarly, and their strengths and weaknesses. A perception survey about using those AI tools in English Writing was conducted with 153 students majoring in Engineering. Results showed that both GT or NP (GT/NP) and Grammarly were helpful for students to learn English writing. However, their perception of Grammarly was statistically better than that of GT/NP. Many students’ responses on strengths and weaknesses of each tool showed that: (1) GT/NP was much helpful in learning vocabulary, grammar, and sentence structure, but inaccurate translation was an issue; (2) Grammarly was much helpful in checking and correcting errors without a major drawback; and (3) excessive use of AI-based English writing learning tools could interfere with their learning English or English writing. Implications from this study are as follows. When learners use AI-based learning tools for English writing, classes need to be designed so that they can use them effectively rather than rely on them. How students with varying levels of English writing use AI-based learning tools also needs to be examined.
Abstract
This study investigated students’ perception of learning effects of AI-based English writing learning tools, Google Translate (GT) or Naver Papago (NP) and Grammarly, and their strengths and weaknesses. A perception survey about using those AI tools in English Writing was conducted with 153 students majoring in Engineering. Results showed that both GT or NP (GT/NP) and Grammarly were helpful for students to learn English writing. However, their perception of Grammarly was statistically better than that of GT/NP. Many students’ responses on strengths and weaknesses of each tool showed that: (1) GT/NP was much helpful in learning vocabulary, grammar, and sentence structure, but inaccurate translation was an issue; (2) Grammarly was much helpful in checking and correcting errors without a major drawback; and (3) excessive use of AI-based English writing learning tools could interfere with their learning English or English writing. Implications from this study are as follows. When learners use AI-based learning tools for English writing, classes need to be designed so that they can use them effectively rather than rely on them. How students with varying levels of English writing use AI-based learning tools also needs to be examined.
참고문헌 (33)
- 안수진, "Students’ Perceptions of the Use of Online Machine Translation in L2 Writing", 멀티미디어 언어교육, 23(2), pp.10~35 (2020), 한국멀티미디어언어교육학회[DOI]
- Bahri, H., "Google translate as a supplementary tool for learning Malay : A case study at Universiti Sains Malaysia", Advances in Language and Literary Studies, 7(3), pp.162~167 (2016)
- Briggs, N., "Neural machine translation tools in the language learning classroom : Students’ use, perceptions, and analyses", JALT CALL Journal, 14(1), pp.3~24 (2018)
- Caveleri, M., "You want me to check your grammar again? The usefulness of an online grammar checker as perceived by students", Journal of Academic Language and Learning, 10(1), pp.223~236 (2016)
- Chen, C. E., "Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes", Language, Learning & Technology, 12(2), pp.94~112 (2008)
- Crossely, S., "Technological disruption in foreign language teaching : The rise of simultaneous machine translation", Language Teaching, 51(4), pp.541~552 (2018)
- Garcia, I., "Machine translation-assisted language learning : Writing for beginners", Computer Assisted Language Learning, 24(5), pp.471~487 (2011)
- Golonka, E., "Technologies for foreign language learning : A review of technology types and their effectiveness", Computer Assisted Language Learning, 27(1), pp.70~105 (2014)
- "Meet 4 Grammarly users who will inspire you" (2018)[URL]
- 임희주, "교양영어 수업에서 영어자동번역기 사용에 대한 대학생의 인식 및 태도연구 ― 영작문 수업을 중심으로", 교양교육연구, 11(6), pp.727~751 (2017), 한국교양교육학회
- 정남숙, "AI 번역기를 활용한 활동이 대학생 영어쓰기 능력과 정의적 태도에 미치는 영향", 멀티미디어 언어교육, 24(1), pp.134~157 (2021), 한국멀티미디어언어교육학회[DOI]
- Stuart Jones, "Digital Technology in the 4IR and the Future of English Learning From the Perspective of Korean EFL University Students", 현대영어교육, 20(1), pp.53~70 (2019), 현대영어교육학회[DOI]
- Koehn, P., "Neural machine translation" (2020), Cambridge University Press
- 이상민, "L2 작문 수정에 미친 기계번역의 효과성에 대한 한국 대학생 학습자의 인식", 멀티미디어 언어교육, 22(4), pp.206~225 (2019), 한국멀티미디어언어교육학회[DOI]
- 이상민, "인공신경망 기계번역의 오류분석 및 퀄리티 평가", 외국어교육연구, 34(4), pp.129~153 (2020), 외국어교육연구소[DOI]
- Lee, Sangmin-Michelle, "The impact of using machine translation on EFL students’ writing", Computer Assisted Language Learning, 33(3), pp.157~175 (2019)
- Lee, Sangmin-Michelle, "Effects of using machine translation to mediate the revision process of Korean university students’ academic writing", Re-CALL, 33(1), pp.18~33 (2020)
- Levy, M., "Language learner perspectives on the functionality and use of electronic language dictionaries", ReCALL, 27(2), pp.177~196 (2015)
- Liao, H., "Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach", System, 62, pp.77~92 (2016)
- Elisabet Titik Murtisari, "Google T ranslate in Language Learning : I ndonesian EFL Students’ Attitudes", Journal of Asia TEFL, 16(3), pp.978~986 (2019), 아시아테플
- Niño, A., "Machine translation in foreign language learning : language learners’ and tutors’ perceptions of its advantages and disadvantages", ReCALL, 21(2), pp.241~258 (2009)
- Okasha, M. A., "Using strategic writing techniques for promoting EFL writing skills and attitudes", Journal of Language Teaching and Research, 5(3), pp.674~681 (2014)
- O’Neill, E., "Measuring the impact of online translation on FL writing scores", Journal of Language Learning Technologies, 46(2), pp.1~39 (2016)
- O’Neill, R., "Stop! Grammar time : University students’ perceptions of the automated feedback program Grammarly", Australasian Journal of Educational Technology, 35(1), pp.42~56 (2019)
- O’Neill, R., "Grammarly : Help or hindrance? Academic learning advisors’ perceptions of an online grammar checker", Journal of Academic Language & Learning, 13(1), pp.A88~A107 (2019)
- 박준석, "Analysis of the Types of Translation Errors by the Google Translator", 영어영문학연구, 59(4), pp.279~299 (2017), 한국중앙영어영문학회[DOI]
- Qassemzadeh, A., "The impact of feedback provision by Grammarly software and teachers on learning passive structures by Iranian EFL Learners", Theory and Practice in Language Studies, 6(9), pp.1884~1894 (2016)
- Reis, C., "Correcting tool or learning tool? Student perceptions of an online essay writing support tool at Xi’an Jiaotong-Liverpool University, Show me the learning", Proceedings ASCILITE 2016, pp.529~533 (2016)
- Shei, C. C., "Combining translation into the second language and second language learning: An integrated computational approach", doctoral, pp.2002
- Sheppard, F., "Medical writing in English : The problem with Google Translate", La Presse Médicale, 40(6), pp.565~566 (2011)
- Somers, H., "Detecting inappropriate use of free online machine translation by language students-A special case of plagiarism detection", Proceedings of the eleventh annual conference of the European association for machine translation, pp.41~48 (2006)
- Stapleton, P., "Assessing the accuracy and teachers’ impressions of Google translate : A study of primary L2 writers in Hong Kong", English for Specific Purposes, 56, pp.18~34 (2019)
- Tsai, S., "Using Google translate in EFL drafts: A preliminary investigation", Computer Assisted Language Learning, 32(5-6), pp.510~526 (2019)