초록
영어
This study explored the perceptions of Korean university students studying English as a foreign language (EFL) after using the AI chatbot tool ChatGPT in an advanced writing class for one semester. A questionnaire was used to collect data from students about three learner variables (being comfortable in completing a task, being motivated to complete a task, and being confident that they can complete a task). The questionnaire also asked students if they felt their learning experience was improved by using AI tools (as opposed to classes taught only using traditional methods) and if they thought a blended method using both AI tools and traditional methods was preferable to one using strictly one or the other. The results showed that students were much more comfortable writing in English with the assistance of AI writing tools, that they felt less anxiety while completing tasks with the assistance of AI writing tools, and that they felt more confident when writing in English with the assistance of AI writing tools. They also indicated that using AI writing tools in the classroom was preferable to classes taught only in the traditional method, and that classes using a blended method were preferable to those taught using strictly AI tools or traditional methods alone.
목차
1. Introduction
2. Review of the Literature
2.1. The Use of AI Chatbots in the Context of Language Instruction
2.2. The Effects of Feeling Comfortable, Motivated, and Confident on Language Learning
3. Methodology
3.1. Research Design
3.2. Study Population
3.3. Classroom Procedures
3.4. Data collection and Analysis
4. Results and Discussion
4.1. RQ1: Are Korean EFL students more comfortable using chatbots in writing class than writingvwithout them?
4.2. RQ2: Are Korean EFL students motivated to learn to use chatbots to assist in their writing
4.3. RQ3: Are Korean EFL students more confident when writing with chatbots than when writing without them?
4.4. RQ4: Do Korean EFL students think that classroom writing instruction with chatbot assistants is more preferable than classes that maintain traditional writing instruction approaches?
4.5. RQ5: Do Korean EFL students prefer writing classes that use a blended method more than classes that are either completely traditional or completely chatbot?
4.6. RQ6: Are Korean EFL university students comfortable using ChatGPT and are confident and motivated that they can learn to use this technology?
5. Conclusion
References