AI 기반 언어 학습에서 개인차가 긍정적 정의적 요인에 미치는 영향: 동기적 자아 체계, 그릿, 즐거움을 중심으로

• 영문명: Effects of Individual Differences on Positive Affective Factors in AI-Assisted Language Learning: Focusing on Motivational Self System, Grit, and Enjoyment
• 발행기관: 영상영어교육학회
• 저자명: 윤택남(Tecnam Yoon) 안지은(Jieun Ahn)
• 간행물 정보: 『STEM Journal』26권 3호, 13~23쪽, 전체 11쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2025.08.31

국문 초록

The aim of this study was to investigate how college English learners’ individual differences in gender, prior experience with AI-based classes, and frequency of AI tool use influenced positive affective factors in AI-assisted language learning, including the L2 motivational self system, grit, and enjoyment. To address this purpose, survey data were collected from participants and analyzed using multiple regression procedures. The results indicated that among the three individual difference variables, only the frequency of AI tool use significantly predicted learners’ positive affective responses. Neither gender nor prior AI course experience showed a statistically significant relationship with the affective variables. These results suggest that regular and voluntary engagement with AI tools plays an important role in fostering positive learning emotions in AI-assisted contexts. Given that positive affect contributes to learning outcomes and language use, instructional designs should incorporate opportunities for frequent AI tool interaction. Educational programs should also provide guidance on effective AI tool utilization, tailored to learners’ needs and learning contexts. Taken together, the findings highlight the importance of behavioral engagement in shaping emotional engagement and call for future research that considers a broader set of individual difference variables to build a more comprehensive understanding of AI-assisted language learning.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 논의 및 결론

REFERENCES

키워드

artificial intelligence AI-assisted language learning motivational self system grit enjoyment