Earticle

초록

영어

This study investigates the relationship between language learning strategy (LLS) preferences and AI writing tool use among 147 English as a Foreign Language (EFL) learners at a South Korean university. Participants were divided into two groups based on their preferred language learning strategies, as determined by the Strategy Inventory for Language Learning (SILL): memory/compensation strategies (Group 1) and metacognitive strategies (Group 2). The SILL survey was followed up with assessments on the participants’ use of AI writing tools and their reflections on how these tools were used in the writing process. Results revealed some minor correlations between specific strategy types and functions in AI writing tools— including preferences which suggest that metacognitive strategy users use AI writing tools for the development of ideas and structuring the writing process—but were limited due to individual learner variables which had not been measured. The findings provide directions for the consideration of language learning strategies when designing AI writing tools to create personalized and effective learning experiences.

목차

Abstract
I. Introduction
II. Theoretical Background
1. AI Writing Tools in Language Learning
2. Language Learning Strategies and the SILL
3. Factors Influencing Attitudes Towards Language Learning Technology
III. Research Methods
1. Participants
2. Instruments
3. Data Collection Procedure
4. Data Analysis
IV. Results and Discussion
1. Descriptive Statistics and Correlation Analysis
2. AI Tool Preferences
3. AI Tool Reflection
V. Conclusion
References
APPENDIX I
APPENDIX II

키워드

저자

• Nicholas Duvernay [ Hankuk University of Foreign Studies/Dept. of English L inguistics & Language Technology, Professor. ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405