대학 교양 토익 수업에서 ChatGPT 활용의 학습 효과 및 학습자 인식 분석: 학습자 활동분석을 중심으로

• 영문명: Analysis of the learning effects and learner perceptions of ChatGPT use in a college TOEIC course: Focusing on learning activity patterns
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 김소정(So Jeong Kim)
• 간행물 정보: 『영어교육연구』제37권 1호, 153~174쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.03.31

국문 초록

This study examined the effectiveness of ChatGPT-based learning and students’ perceptions in acollege English course. A 9-week experiment was conducted with 42 students in the experimentalgroup using ChatGPT-3.5 and 40 in the comparison group without ChatGPT. The study analyzed pre-and post-test scores and student survey responses. While the experimental group showed significantimprovement, no statistically significant difference was found between the two groups. ChatGPTactivities were classified into five types: answer checking, question generation, explanation,translation, and follow-up questioning. Among these, 70% involved basic functions, while 30%utilized dynamic interactive features. Higher satisfaction was reported for dynamic interactions likequestion generation. Despite occasional hallucinations, students expressed overall satisfaction andwillingness to continue using ChatGPT. To improve ChatGPT-based learning, three strategies aresuggested: increasing participation, enhancing activity quality, and implementing prompt literacyeducation. First, instructors can promote active participation by setting minimum interactionrequirements. Second, encouraging dynamic features, such as question generation and follow-upquestioning, can deepen learning engagement. Lastly, prompt literacy education is crucial foroptimizing AI-assisted learning. Providing structured guidance and refining prompts can helpstudents maximize ChatGPT’s potential.

목차

Ⅰ. 서 론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과 및 논의

Ⅴ. 결 론

참고문헌

키워드

대학 영어 토익 학습자 인식 프롬프트 리터러시 ChatGPT 학습 활동 분석 college English TOEIC ChatGPT learner perception prompt literacy ChatGPT-based learning activity analysis