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University Students’ Meaning-Making and Participation in an AI-Supported Collaborative English Course

첫 페이지 보기
  • 발행기관
    21세기영어영문학회 바로가기
  • 간행물
    영어영문학21 KCI 등재 바로가기
  • 통권
    제38권 4호 (2025.12)바로가기
  • 페이지
    pp.203-223
  • 저자
    Mi Kyong Kim
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A479165

원문정보

초록

영어
This study explores university students’ learning experiences in a collaborative, inquiry-based general English course that employed a range of AI-supported tools. Throughout the course, students used AI-supported generative systems, such as ChatGPT, to produce and refine texts, while non-generative AI-supported tools, like Papago and Natural Readers, supported translation, summarization, and text-to-speech tasks. Together, these AI-supported resources shaped how learners constructed meaning, processed information, and participated in collaborative activities. When fifty student artifacts, including group reports, reflective journals, and open-ended survey responses, were analyzed qualitatively four main themes emerged: (1) expanded and multilayered language-construction processes, (2) evolving structures of collaborative participation, (3) progressive development of AI-supported prompt-formulation strategies, and (4) affective responses tied to the use of AI-supported tools. Students described comparing AI-generated drafts, negotiating meaning with peers, and refining their ideas as they moved between tools. Many learners also noted that practicing prompts repeatedly helped them better control the quality of their output and use AI-supported tools more strategically. For several students, AI-supported assistance reduced anxiety, particularly in speaking and presentation tasks. Overall, the findings suggest that AI-supported tools collectively influence how learners construct meaning, collaborate with peers, and manage emotional aspects of learning. These insights offer important implications for designing AI-supported English instruction and understanding the teacher's evolving role in technology-mediated classrooms.

목차

Ⅰ. Introduction
Ⅱ. Literature Review
A. AI-Supported Language Learning
B. AI-Supported Collaborative Inquiry and PBL
C. Prompt Literacy in AI-Supported Learning
Ⅲ. Research Methodology
A. Research Context and Participants
B. Instructional Procedures
C. Data Collection
D. Data Analysis
Ⅳ. Results and Discussion
A. AI-Supported Meaning Construction
B. AI-Supported Collaboration
C. Development of Prompt Literacy
D. Affective Experiences in AI-Supported Tasks
Ⅴ. Conclusion
References
Abstract

키워드

AI-supported learning collaborative inquiry language construction learner participation prompt literacy

저자

  • Mi Kyong Kim [ Assistant Professor, Chodang University ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    21세기영어영문학회 [The 21st Century Association of English Language and Literature]
  • 설립연도
    1967
  • 분야
    인문학>영어와문학
  • 소개
    영어영문학과 관련된 학술지의 발간, 학술발표회의 개최 및 강좌 개설, 영어영문학 관련 도서 및 자료의 출판, 해외 학술교류 등의 학술연구활동을 수행할 목적으로 설립되었다.

간행물

  • 간행물명
    영어영문학21 [English21]
  • 간기
    계간
  • pISSN
    1738-4052
  • 수록기간
    1967~2025
  • 등재여부
    KCI 등재
  • 십진분류
    KDC 840 DDC 820

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