생성형 AI 활용 영어수업에서 초등학생의 프롬프트 사용과 리터러시 특성 연구

• 영문명: Exploring primary EFL learners’ prompt use and literacy in English classes utilizing generative AI
• 발행기관: 한국초등영어교육학회
• 저자명: 김솔(Kim, Sol)
• 간행물 정보: 『초등영어교육』제30권 4호, 101~125쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.12.31

국문 초록

This study investigated the characteristics of young EFL learners who exhibited advanced prompt literacy when working with generative AI. It explored how elementary students crafted and refined prompts to create images for specific conversation contexts. Twenty-two third-grade learners participated in a semester-long project in 2024. The data included students’ hand-drawn sketches of conversation scenes, crafted prompts, AI-generated images, final artworks, learning logs, and teaching journals. The data were analyzed both quantitatively and qualitatively using a content analysis. The results revealed that students created prompts an average of 3.89 times. However, they used identical prompts 1.47 times, resulting in original prompt usage of 2.42 times. The percentage of students using identical prompts was notably high at 25.7%. Additionally, three notable characteristics were observed among students with advanced prompt literacy: context interpretation, prompt refinement, and critical thinking. Students who clearly understood the context were able to create prompts rich in context. Critically examining AI output, these students iteratively improved their prompts for better results. This study adds empirical evidence on how EFL learners creatively express their ideas in English conversation contexts by using digital devices. It advocates for pedagogical implications for cultivating prompt literacy in futuristic primary English education.

키워드

생성형 AI generative AI 프롬프트 리터러시 prompt literacy 맥락 해석 context interpretation 프롬프트 수정 prompt refining 비판적 사고 critical thinking