김미숙 Misuk Kim

DOI: Vol.27(No.1) 1-24, 2024

The purpose of this study is to develop Korean vocabulary learning contents using social network services. Prior to the material production, Korean language learners were asked to respond to descriptive questions to investigate their perceptions and needs for education using SNS. After that, actual vocabulary learning materials were produced. Based on the learning materials produced after developing vocabulary learning contents according to the results of the first survey, the second survey was conducted. Finally, the study was conducted using the method of implementation research that reflects the results of the response. All of this data was provided in the form of posts on Instagram according to learner needs, and all participants who responded to the questionnaire after production indicated that they were satisfied with the content developed in this study and that the learning content helped them to learn Korean. In addition, participants stated that they were interested in learning Korean by using the contents developed in this study and that they wanted to continue vocabulary learning in this manner. This study is significant in that it developed actual learning contents, shared them with learners, listened to their opinions, and completed the process of modifying the developed contents.

Korean vocabulary learning, intermediate Korean learners, social learning content, content development, action research

심다래 Darae Shim , 김해동 Haedong Kim

DOI: Vol.27(No.1) 25-50, 2024

The aim of this study is to check the effects of ChatGPT’s feedback on the quality of high school students’ written English in terms of grammar, vocabulary, discourse, and context. Thirty Korean high school students were requested to write an argumentative essay and to revise their first drafts using ChatGPT as a feedback tool. They also participated in a survey asking about their perceptions towards ChatGPT. The results revealed that the final products of twenty-one students who utilized ChatGPT for revisions in terms of ‘discourse and context’ obtained better results from human raters in their revised drafts than those of nine students who used the revision for aspects of ‘grammar and vocabulary.’ Most of the students showed favorable responses to the role of ChatGPT in their writing process. They responded that ChatGPT was a useful multimedia tool for revision and it was helpful for building their confidence in writing. These findings suggest that in case of high school students’ writing, classroom teachers could utilize ChatGPT as a multimedia tool for giving feedback to improve their students’ drafts in terms of discourse and context.

ChatGPT, English writing, feedback, revision, student’s perception

이혜진 Hyejin Lee , 송태균 Taegyun Song , 김정은 Jeong-eun Kim

DOI: Vol.27(No.1) 51-77, 2024

This research examined the confluence of generative AI and educational technology (EdTech) within the realm of positive psychology for language learning tasks. Focused on the five key positive psychology factors―grit, academic engagement, enjoyment, resilience, and well-being―students engaged in a task of rewriting the lyrics of Anne Marie’s song “2002” to express their future goals and career aspirations. This task leveraged a range of EdTech tools to offer personalized support in the lyric adaptation process, simultaneously enriching the overall learning experience with positive psychological aspects. The study identified significant positive correlations between task completion and accuracy with three of the positive psychology factors: grit (r = .35, p < .01 for task completion; r = .36, p < .01 for task accuracy), enjoyment (r = .27, p < .01; r = .28, p < .01), and academic engagement (r = .45, p < .01; r = .46, p < .01), indicating that higher levels of these factors are associated with improved task performance and accuracy. In contrast, well-being and resilience did not exhibit significant correlations with either task completion or accuracy. The findings further highlighted that academic engagement significantly predicts both task completion and accuracy, with a beta value of 1.55 for task completion (p < .001) and 1.798 for task accuracy (p < .001). grit, with a beta value of 0.59 for task completion (p = .06) and 0.938 for task accuracy (p = .06), marginally influences task outcomes, implying that students with higher grit are 1.8 times more likely to perform tasks accurately. Notably, the outcomes also revealed varied reasons for student reluctance to use AI, underscoring the complexities of integrating AI into language learning settings. This reluctance among students was attributed to factors such as perceived complexity, preference for personal effort, and uncertainties in how to effectively utilize AI for language tasks. These insights shed light on the importance of aligning technological tools with learner needs and preferences, paving the path toward more effective and personalized language learning environments.

positive psychology, generative AI, task performance, educational technology, language learning

정남숙 Nam-sook Jeong

DOI: Vol.27(No.1) 78-94, 2024

The purpose of this study with 60 Korean university students was to compare the impact of ChatGPT on English writing skills. The study lasted for ten weeks and involved both a control group and an experimental group. Two groups performed a pre-writing task and a post-writing task. Students in the experimental group were required to fill out a questionnaire regarding their perceptions of the learning effect and affective satisfaction. The study used SPSS 25.0 to analyze the data, focusing specifically on two statistical tests: the paired samples t-test and the independent samples t-test. The findings indicated that the ChatGPT group significantly improved their writing skills more than the traditional group. Secondly, respondents regarded ChatGPT as a helpful tool for remembering the study content and completing assignments. Lastly, the respondents had positive attitudes towards the effect of ChatGPT in terms of psychological and emotional satisfaction. Based on the findings, it is essential to consider the instructor's new role in preparing for future classes that will incorporate ChatGPT. Teachers should offer explicit instructions on the proper use of AI tools.

ChatGPT, English writing comprehension, university students’ perception, artificial intelligence, AI

최서원 Seowon Choi , 최윤희 Yoonhee Choe

DOI: Vol.27(No.1) 96-130, 2024

This research examines the impact of AI-based English education on the AI literacy and perceptions of Korean middle-school EFL learners. A cohort of 225 participants engaged in an eight-week English course utilizing generative AI tool, specifically, ChatGPT 3.5 and Reading Progress. AI literacy skills were assessed using pre- and post-surveys, revealing a significant increase (p < .001), particularly in ‘Understanding and Utilizing AI Principles’. Complementing the quantitative data, a qualitative thematic analysis provided insights into learners’ perceptions across educational, technological, and affective domains. The educational benefits of ChatGPT and Reading Progress, such as enhanced pronunciation and increased individual practice opportunities, were emphasized. The technological dimension was positively regarded due to its usability, although challenges in voice recognition and user interface discomfort were reported. From an affective perspective, students reported an increased sense of novelty and confidence, despite concerns regarding the necessity for continuous camera usage and a decrease in motivation for sustained use. This study offers pedagogical implications for effective English instruction using AI tools among adolescent English learners in Korea.

AI-based English education, AI literacy, perceptions, Korean middle-school EFL learners, ChatGPT, Reading Progress

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

DOI: Vol.27(No.1) 131-154, 2024

This study investigates the impact of metaverse on foreign language education by examining improvements in university students’ English speaking skills and their perceptions of metaverse-based learning. In 2022, 45 college students participated in English speaking through metaverse platforms. The participants were split into two groups: one engaged with the ifland platform, while the other utilized ZEPETO for speaking exercises, forming part of their coursework. Speaking tests and questionnaires assessing metaverse perceptions and digital literacy were administered at the beginning and end of the semester. The findings revealed that participation in speaking exercises on metaverse platforms resulted in a marked enhancement of speaking skills. Although there was no significant variance in responding to questions, a noteworthy difference emerged in the capacity to express an opinion between the groups. Additionally, there was a shift in students’ perceptions of the learning experience and their digital literacy. The group using ifland experienced improvements in English communication opportunities, reduced burden, and increased confidence. Similarly, the ZEPETO group noted a reduction in learning burden and a boost in confidence in English speaking, along with enjoyable elements. However, both groups grappled with network, audio, and system issues. The findings offer strategic insights for enhancing metaverse-based foreign language education.

metaverse, ifland, ZEPETO, speaking, students’ perception

Myong-hee Ko , Jee Eun Kim

DOI: Vol.27(No.1) 155-174, 2024

The present study examines the effects of three learning factors (L2 motivation, academic self-efficacy, L2 grit) on learners’ task completion using 239 Korean EFL university students who studied TOEIC materials online. Participants attended a face-to-face class once a week and completed three types of tasks (videos, assignments, and tests) independently on their own time via an online TOEIC site. At the end of the semester, they completed online surveys on the three learning factors. Gap statistics and the k-medoid clustering technique was used to separate the data for the three learning factors and their sub-domains into two groups. The results showed that there were significant differences in all learning factors as well as their sub-domains. Students with higher motivation, self-efficacy, and L2 grit all scored statistically higher on task completion than their counterparts. In the case of the six sub-domains of motivation, IMK, IMA, IMS and IdR significantly contributed to the effectiveness of motivation. Regarding the three sub-domains of self-efficacy, ‘self-regulation’ and ‘task difficulty’ strongly contributed to the effectiveness of self-efficacy. For the two sub-domains of grit, ‘consistency of interest’ was the major influencing factor. Implications for online L2 instruction were discussed.

online learning, learning factors, motivation, self-efficacy, grit, task completion

Areum Lee

DOI: Vol.27(No.1) 175-199, 2024

While outlining activities have been extensively utilized and proven effective in writing classes, there is a significant lack of research on various types of outlining activities in university-level reading classes. Therefore, the purpose of this study is to compare the effects of student-generated or instructor-provided outlining activities using Nearpod on college students’ reading comprehension and affective aspects in reading classes. Two existing classes totaling 86 college students were selected and allocated into an instructor-provided outlining group (N = 43) and student-generated outlining group (N = 43). The former group received reading instructions using instructor-provided outlining, whilst students in the student-generated outlining group created outlining by themselves. Outlining activity sheets were provided on Nearpod during the reading stage. Midterm and final reading comprehension tests were then administered to compare the effects of different types of outlining activities on Nearpod, and a questionnaire was used to gather students’ opinions on the use of different outlining activities and on their experiences of utilizing Nearpod. As a result, this study found no statistically significant mean difference between the two groups regardless of proficiency levels. In addition, the majority of students expressed that outlining activities had helped them to understand their texts’ structures and main ideas. Most students were satisfied with using Nearpod to complete outlining sheets, especially for peer review and receiving instant feedback from the instructor. The study further suggests the potential for improving reading abilities by engaging learners with suitable outlining activities during English reading classes.

student-generated outlining, instructor-provided outlining, Nearpod, reading strategy, college English, reading comprehension