earticle

영어

This study attempts to investigate how AI-based technology, AI-recognition/recording application (Clova Note), affects language learners' use of metacognitive strategies when acquiring speaking skills using a metacognitive scaffolding tool. The study employed a mixed research method to obtain an integrative understanding of the learning effect. The garnered data were analyzed using paired sample t-test to compare pre-test and post-test and one-way ANOVA to assess the effect of using metacognitive strategies for speaking. The results from the study can be summarized as follows. First, language learners perceived that using AI-based Apps activated their awareness of accuracy and fluency in language learning. Second, this AI-based metacognitive scaffolding tool promoted problem-solving of metacognitive strategy, indicating that learners could manage their learning difficulties in speaking activities. Third, among the five sub-scales of speaking competence, comprehension and pronunciation were found to be the most effective. Upon these findings, noticeable pedagogical implications were discussed.