Earticle

Despite a recent surge in multifaceted research on AI-integrated language learning, empirical studies in this area remain limited. This study adopts a Human-Generative AI parallel processing model to examine students’ perceptions, asking 182 college students to independently construct knowledge and then compare their efforts with the results generated through in-classroom conversations with ChatGPT 3.5. In questionnaire responses, most students indicated that they found these activities useful and expressed a keen interest in learning various ways to utilize generative AI for language learning with instructor guidance. The findings confirm that ChatGPT’s potential as a virtual conversation partner. Identifying specific reasons for the perceived usefulness of conversation activities and drawbacks of ChatGPT, this study emphasizes the importance of teachers staying informed about both the latest advances in technology and their limitations. We recommend that teachers endeavor to creatively design various classroom activities using AI technology.

The purpose of this study was to examine the impacts of AI-integrated MALL on Korean students’ TOEIC preparation, by comparing with AI-integrated CALL. A total of 496 freshmen students participated in this study. They were arbitrarily assigned to AI CALL (n = 190), AI MALL (n = 164), and the control (n = 132) groups. During a 2021 academic semester, the two experimental groups studied TOEIC through computers or mobile phones, integrated with AI technology. The control group was taught by a human teacher, in a traditional classroom setting. Before and after the treatment, TOEIC listening and reading tests were administered. Paired samples t-tests and one-way ANOVAs, were used to analyze collected data. Findings show that all groups significantly increased listening and reading test scores. Group comparison results show that the AI CALL group outperformed the control group for both tests. This group also outperformed the AI MALL group for the reading test. Based on this, pedagogical implications are invaluable.

목적: 본 연구는 생성형 인공지능을 활용한 시조 번역 활동을 통해 한국어교육에서 문화-언어 통합 교육의 가능성을 탐색하는 데 목적이 있다. 방법: 한국어 학습자들이 <오우가>에 대해 배운 후 생성형 인공지능을 활용하여 작품을 자국어로 번역하는 수업을 설계하여 실행한 후, 사후 인터뷰를 진행하였다. 이를 통해 얻은 수업 대화, 학습자의 인공지능 번역 대화, 사후 인터뷰를 분석하였다. 결과: 학습자들은 언어적 해석과 문화적 맥락을 연계하여 의미를 탐색하고, 자국어 자원을 활용해 시조의 의미를 재구성하며, 인공지능 번역 결과를 비판적으로 검토하는 양상을 보였다. 또한 인공지능의 비계를 통해 언어적 부담이 완화되면서 문화적 의미 탐색으로 사고의 초점이 이동하는 양상이 확인되었다. 결론: 생성형 인공지능을 활용한 시조 번역 활동은 문학이라는 콘텐츠를 매개로 언어와 문화를 통합적으로 학습할 수 있는 교육 방법으로, 맥락화된 내용을 교수함으로써 그 안에서 언어 습득이 이루어지도록 하는 내용 언어 통합 학습(Content and Language Integrated Learning, CLIL)의 원리를 구현한다.

Purpose: The purpose of this study was to explore the potential of culture-language integrated education in Korean language learning through generative AI?assisted sijo translation activities. Methods: In order to accomplish this research purpose, a class was designed where Korean language learners studied Ouga and then translated it into their native languages using generative AI. Data sources were from classroom interactions, AI translation dialogues, and post-interviews. Qualitative analysis was conducted to identify patterns in learners’ translation processes and critical reflections. Results: The findings of data analysis showed that learners 1) explored meaning by linking linguistic interpretation with cultural context, 2) reconstructed sijo’s meanings using their first-language resources, and 3) critically evaluated AI translation outputs. Moreover, AI-supported scaffolding reduced linguistic burden and shifted learners’ cognitive focus toward cultural interpretation. Conclusion: These results suggest that AI-assisted sijo translation serves as an effective method for integrating language and culture through literature, embodying the principles of Content and Language Integrated Learning (CLIL). Instructional implications and directions for future research were also discussed.