Earticle

초록

영어

This study attempts to investigate how AI-based technology, AI-recognition/recording application (Clova Note), affects language learners' use of metacognitive strategies when acquiring speaking skills using a metacognitive scaffolding tool. The study employed a mixed research method to obtain an integrative understanding of the learning effect. The garnered data were analyzed using paired sample t-test to compare pre-test and post-test and one-way ANOVA to assess the effect of using metacognitive strategies for speaking. The results from the study can be summarized as follows. First, language learners perceived that using AI-based Apps activated their awareness of accuracy and fluency in language learning. Second, this AI-based metacognitive scaffolding tool promoted problem-solving of metacognitive strategy, indicating that learners could manage their learning difficulties in speaking activities. Third, among the five sub-scales of speaking competence, comprehension and pronunciation were found to be the most effective. Upon these findings, noticeable pedagogical implications were discussed.

목차

Abstract
1. Introduction
2. Theoretical Background
2.1 Metacognition and metacognitive scaffolding
2.2 Technology-based learning for speaking skills
3. Methods
3.1 Participants
3.2 Course Description
3.3 Data Collection & Data Analysis
4. Results & Discussion
4.1 Perspectives of Using Metacognitive Scaffolding in Speaking
4.2 Metacognitive Strategy by Adopting Metacognitive Scaffolding Tool, Clova Note
4.3 Effect of Using Clova Note in Speaking Test
5. Conclusion
References
Appendix

키워드

저자

• Young Shin Lim [ Joint Forces Military University / Professor ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  언어학연구 [Journal of Linguistic Studies]

• 간기

  연3회

• pISSN

  1226-9859

• 수록기간

  1996~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 700 DDC 400