With the development of the 4th industrial revolution, the COVID-19 crisis has accelerated the transformation of the educational paradigm, and beyond Blended Learning, which has demonstrated the utility and convenience of mobile media, independent mobile-based learning has become an essential facet,...
With the development of the 4th industrial revolution, the COVID-19 crisis has accelerated the transformation of the educational paradigm, and beyond Blended Learning, which has demonstrated the utility and convenience of mobile media, independent mobile-based learning has become an essential facet, not merely an optional one. In the field of Korean language, it is not an exception. Independent mobile learning designs are necessary, for the nationality and scope of Korean learners are becoming increasingly more diverse, and for as not only learners with specific purposes such as academics and employment, but also potential learners suitable for mobile will continue to increase in the future depending on the impact of the Korean Wave.
Accordingly, based on the utility of chatbot-based language learning, where the availability of language learning has been continuously raised, this study intends to design a single Korean Speaking Course for English-speaking learners leveraging a pre-developed chatbot-based application for L2 learners. Thus, this study could overcome the limitations of previous research so far which have only proposed virtual chatbots or
designed and performed fragmentary units and a handful of tasks. This study will also be a springboard for proposing the direction of chatbot technology for future language learning.
In order to design independent mobile learning which can be applied in practice, this study established the criteria for learning design based upon the principles of mobile speaking education, and examined the educational effects and functions of chatbot technology and social media. After that, designed the learning time, learning environment, and learning content based on microlearning techniques enhancing learner engagement in mobile learning, NDAE model theory which allows learners to recognize and internalize their own goal expressions and apply them to actual speaking, and functional teaching outlines for the practical application of target grammar.
In conclusion, suitability of the actual course was judged by means of the analysis table suggested by the previous study. In addition, a satisfaction survey was conducted on 64 learners to determine the educational effectiveness of the designed course.
As a result, 53 out of 64 learners repeatedly listened to native speaker voices for speaking learning, 52 learners learned to follow along, and 55 outof 64 learners answered very positively in response to the question of whether native speech skills are helpful for speaking learning. This confirmed the possibility of independent mobile learning.
In addition, in the satisfaction question for the quiz format, which is a learning activity within the chatbot-based lesson, the very negative answers were close to 0%, indicating that chatbot-based quiz activities bore a positive impact on the end goal, speaking learning. Through this, chatbots equipped with speech technology for language learning have been shown to be well suited as a learning tool for speech learning.
In addition, in the section addressing whether social-media-based role-playing learning has helped them understand real-world situations, 33 answered "strongly yes" and 22 answered "yes," suggesting that 55 out of 64 learners were helped by learning through social media, suggesting that they could overcome the practicality of speaking, which was a limitation of traditional mobile learning.
When it comes to questions related to the content of the study, 28, 36, and 25 respondents respectively responded "strongly yes" to Korean cultural learning, role-playing scenarios, and colloquial expression learning satisfaction, which was found to be helpful for learners through the Korean Speaking Manual, which was written with the goal of "communication skills," to organize role play surrounding grammar and colloquial expressions for actual speaking, as well as to select and arrange the learning content according to the functional teaching syllabus.
As such, the study is significant in that it systematically designed the learning time, learning content, and learning environment for the creation of a single-featured, course, and applied it to the actual learner to the point of review, and revealed the possibility of independent mobile speaking learning. It is hoped that this study will serve as a springboard for the research pertaining to the design of Korean language learning content based on artificial intelligence, and that in the future, various technological developments for language learning and systematic content development from a pedagogical perspective will be actively carried out, and a variety of pioneering models of Korean distance education will be developed worldwide.
With the development of the 4th industrial revolution, the COVID-19 crisis has accelerated the transformation of the educational paradigm, and beyond Blended Learning, which has demonstrated the utility and convenience of mobile media, independent mobile-based learning has become an essential facet, not merely an optional one. In the field of Korean language, it is not an exception. Independent mobile learning designs are necessary, for the nationality and scope of Korean learners are becoming increasingly more diverse, and for as not only learners with specific purposes such as academics and employment, but also potential learners suitable for mobile will continue to increase in the future depending on the impact of the Korean Wave.
Accordingly, based on the utility of chatbot-based language learning, where the availability of language learning has been continuously raised, this study intends to design a single Korean Speaking Course for English-speaking learners leveraging a pre-developed chatbot-based application for L2 learners. Thus, this study could overcome the limitations of previous research so far which have only proposed virtual chatbots or
designed and performed fragmentary units and a handful of tasks. This study will also be a springboard for proposing the direction of chatbot technology for future language learning.
In order to design independent mobile learning which can be applied in practice, this study established the criteria for learning design based upon the principles of mobile speaking education, and examined the educational effects and functions of chatbot technology and social media. After that, designed the learning time, learning environment, and learning content based on microlearning techniques enhancing learner engagement in mobile learning, NDAE model theory which allows learners to recognize and internalize their own goal expressions and apply them to actual speaking, and functional teaching outlines for the practical application of target grammar.
In conclusion, suitability of the actual course was judged by means of the analysis table suggested by the previous study. In addition, a satisfaction survey was conducted on 64 learners to determine the educational effectiveness of the designed course.
As a result, 53 out of 64 learners repeatedly listened to native speaker voices for speaking learning, 52 learners learned to follow along, and 55 outof 64 learners answered very positively in response to the question of whether native speech skills are helpful for speaking learning. This confirmed the possibility of independent mobile learning.
In addition, in the satisfaction question for the quiz format, which is a learning activity within the chatbot-based lesson, the very negative answers were close to 0%, indicating that chatbot-based quiz activities bore a positive impact on the end goal, speaking learning. Through this, chatbots equipped with speech technology for language learning have been shown to be well suited as a learning tool for speech learning.
In addition, in the section addressing whether social-media-based role-playing learning has helped them understand real-world situations, 33 answered "strongly yes" and 22 answered "yes," suggesting that 55 out of 64 learners were helped by learning through social media, suggesting that they could overcome the practicality of speaking, which was a limitation of traditional mobile learning.
When it comes to questions related to the content of the study, 28, 36, and 25 respondents respectively responded "strongly yes" to Korean cultural learning, role-playing scenarios, and colloquial expression learning satisfaction, which was found to be helpful for learners through the Korean Speaking Manual, which was written with the goal of "communication skills," to organize role play surrounding grammar and colloquial expressions for actual speaking, as well as to select and arrange the learning content according to the functional teaching syllabus.
As such, the study is significant in that it systematically designed the learning time, learning content, and learning environment for the creation of a single-featured, course, and applied it to the actual learner to the point of review, and revealed the possibility of independent mobile speaking learning. It is hoped that this study will serve as a springboard for the research pertaining to the design of Korean language learning content based on artificial intelligence, and that in the future, various technological developments for language learning and systematic content development from a pedagogical perspective will be actively carried out, and a variety of pioneering models of Korean distance education will be developed worldwide.
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