방준성 Junseong Bang , 이상민 Sangmin-michelle Lee

DOI: Vol.28(No.1) 1-21, 2025

The integration of artificial intelligence (AI) into education has significantly changed the dynamics of the classroom by enabling personalized and tailored learning through AI-powered learning analytics that address individual student needs. While the pedagogical benefits of personalized learning have long been recognized, implementation has been challenging in traditional classroom settings where teachers manage multiple students simultaneously. AI offers a potential solution to this challenge and could promote educational equity. However, the adoption of AI in education raises significant concerns regarding fairness, inclusivity, transparency, algorithmic bias, technology dependence, trustworthiness, and reduced social interaction-factors that could potentially lead to ineffective learning outcomes and educational inequality. Therefore, social impact assessment (SIA) becomes crucial to analyze and predict the outcomes of AI implementation in education, with the goal of minimizing negative impacts while maximizing positive societal contributions. This paper proposes a comprehensive framework for conducting SIA of AI in education, presenting core assessment items and procedures. The framework provides systematic guidelines for future SIA implementations in educational contexts, contributing to the responsible integration of AI in education.

AI-powered education system, social impact assessment, customized learning, AI digital textbook

Yohan Hwang , Sebeom Im

DOI: Vol.28(No.1) 22-38, 2025

This study investigates the educational potential of GPT-API-based chatbots in elementary language classrooms, emphasizing their effectiveness, usability, and student perceptions in comparison to WRTN, a LLM-based chatbot. Recognizing the limitations of traditional rule-based and pre-programmed educational chatbots, this study explores how GPT-API chatbots, tailored to specific educational purposes, can address these challenges. A GPT-API chatbot was developed using OpenAI’s API, designed to guide students in creating narratives based on personal experiences. The study involved 22 elementary school students who used the both GPT-API chatbot and WRTN for two weeks during expressive writing activities. Findings from surveys and interviews reveal that the GPT-API chatbot excelled in aligning with course objectives, providing ease of use, and delivering accurate feedback, which enhanced its perceived educational value. In contrast, WRTN’s broader scope and occasional inaccuracies diminished its effectiveness in supporting focused learning tasks. Students rated the GPT-API chatbot positively for its learning support, adaptability, and future applicability, although it scored lower on human-like interaction. Qualitative data further emphasized the importance of purpose-driven design, with students preferring the GPT-API chatbot for its targeted and reliable support in writing tasks. Based on these findings, this study highlights the transformative potential of GPT-API-based chatbots in language and writing classrooms.

GPT-API-based chatbots, language education, educational technology, personalized learning, chatbot usability, ethical considerations, AI in education

Na-young Kim , Yoonjung Cha , Hea-suk Kim

DOI: Vol.28(No.1) 39-60, 2025

This study examined how incorporating ChatGPT in EFL reading classes influences ChatGPT literacy and participants’ perspectives on its usage. The participants included 37 undergraduate students enrolled in a General English course. Students engaged in structured discussions with ChatGPT based on reading materials, focusing on applying concepts, exploring interpretations, and addressing comprehension. Data were collected through pre-and post-surveys, which included open-ended questions about the benefits and limitations of using ChatGPT. Semi-structured interviews were also conducted to gain deeper insights into using ChatGPT. Findings revealed significant improvements across five key literacy dimensions: Technical Proficiency (TP), Critical Evaluation (CE), Communication Proficiency (CP), Creative Application (CA), and Ethical Competence (EC). Interviews indicated that students generally have high trust in ChatGPT, tempered by caution regarding its information accuracy, leading them to employ strategies such as follow-up questioning, query refinement, and cross-referencing with reliable sources. Ethical concerns, including avoiding plagiarism and the responsible use of AI-generated content, were also emphasized. Students viewed ChatGPT as a versatile tool for enhancing comprehension, problem-solving, and supporting academic goals while acknowledging limitations related to reliability and accuracy. Overall, the study demonstrated the importance of critical thinking, ethical awareness, and adaptive strategies in effectively integrating AI tools into EFL education.

Reading, Artificial Intelligence, English Reading, Perception, ChatGPT Literacy

정남숙

DOI: Vol.28(No.1) 61-63, 2025