Earticle

초록

영어

This study examined how EFL learners incorporate AI feedback in a six-stage AI-based writing process at the levels of vocabulary, grammar and sentence structure, and meaning and coherence. A total of 30 English compositions produced by six students were quantitatively and qualitatively analyzed. First, the number of words in each composition was counted, and the frequency and percentage of the students’ acceptance and self-revision of the AI-translated words were calculated. Second, students’ revisions at the grammar and sentence structure level were categorized, and the frequency and percentage of each revision type were analyzed. Third, at the level of meaning and discourse coherence, a tracking analysis examined how well the students’ original intent was preserved from the first AI translation to the final draft. The findings show that students retained about 90% of the AI-translated words at the lexical level, but retention dropped to 60.1% at the level of grammar and sentence structure. Additionally, students’ self-revision at the meaning and coherence level increased from the first post-editing stage (10.5%) to the final draft (23.7%). Based on these findings, pedagogical implications for implementing AI tools in the AI-collaborative English writing classroom are suggested.

목차

I. 연구의 필요성 및 목적
II. 이론적 배경
1. 과정 중심 L2 글쓰기 피드백의 변천: AI 기반 피드백으로의 진화
2. L2 글쓰기 수정에 대한 AI 피드백의 유용성
III. 연구방법
1. 참여 학생 및 분석 대상
2. 자료의 수집
3. 분석 방법
IV. 분석 결과
1. 글쓰기 단계별 AI 번역안 어휘에 대한 학습자의 수용 및 수정
2. 단계별 AI 번역안의 문장 및 문법 구조에 대한 학습자의 수용 및 수정
3. 단계별 AI 번역안의 의미 및 문맥 단위에 대한 수용 및 수정
V. 결론 및 제언
Works Cited
Abstract

키워드

저자

• 백지연 [ Baek, Ji-Yeon | 서원대학교 ] 제1저자
• 나경희 [ Rha, Kyeong-Hee | 충북대학교 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810