인공지능 툴 퀼봇(QuillBot)을 활용한 영어 글쓰기 능력 제고 연구: 교양선택 교과목 [고급영작문]
Study of Applying an AI-powered Paraphrasing Tool Quillbot to an Elective General Education Course “Advanced English Writing”
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The purpose of this study is to develop an efficient teaching method that can motivate college students’ self-directed learning and ultimately enhance their English writing skills in an elective general education English-only course of “Advanced English Writing,” which touches upon in on improving writing skills of a variety of essays, by using QuillBot, an artificial intelligence-based paraphrasing tool. In order to verify its self-directed learning motivation and educational effectiveness, bipartite experiments using QuillBot and the survey were conducted, and the results were analyzed in terms of the arithmetic and inferential statistics. It was confirmed that students were motivated by QuillBot’s ease of use, providing synonyms, and statistical information of paraphrasing, so it positively induces students’ interest to voluntarily write, proofread, and polish their own essay, carrying out a useful strategy to increase learning motivation. It was also confirmed that using QuillBot showed improvements in the rate of correct answers and grades between midterm and final exam on paraphrasing, performing a supplementary learning tool. It is inferred that QuillBot not only motivates learners’ self-directed learning of English writing, but also plays a positive role in enhancing high quality of writing skills at paraphrasing vocabulary and sentence structure.
Abstract
The purpose of this study is to develop an efficient teaching method that can motivate college students’ self-directed learning and ultimately enhance their English writing skills in an elective general education English-only course of “Advanced English Writing,” which touches upon in on improving writing skills of a variety of essays, by using QuillBot, an artificial intelligence-based paraphrasing tool. In order to verify its self-directed learning motivation and educational effectiveness, bipartite experiments using QuillBot and the survey were conducted, and the results were analyzed in terms of the arithmetic and inferential statistics. It was confirmed that students were motivated by QuillBot’s ease of use, providing synonyms, and statistical information of paraphrasing, so it positively induces students’ interest to voluntarily write, proofread, and polish their own essay, carrying out a useful strategy to increase learning motivation. It was also confirmed that using QuillBot showed improvements in the rate of correct answers and grades between midterm and final exam on paraphrasing, performing a supplementary learning tool. It is inferred that QuillBot not only motivates learners’ self-directed learning of English writing, but also plays a positive role in enhancing high quality of writing skills at paraphrasing vocabulary and sentence structure.
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