본 연구는 챗봇의 활용이 한국 대학생의 영어 어휘 학습에 미치는 영향을 조사한 것으로, 챗봇과의 채팅을 통해 실험 참가자의 영어 어휘 능력이 실제 상승하는지 여부와 영어 어휘 학습에 대한 인식이 어떻게 변하는지 알아보는 데 그 목적이 있다. 47명의 국내 대학생을 실험그룹과 통제그룹으로 나누어 총 8주 동안 실험을 진행하였고, 챗봇 활용의 효과를 파악하기 위해 실험 시작 전과 종료 후 사전 사후 어휘 평가를 실시하였으며, 사전 사후 설문조사를 통해 챗봇을 활용한 어휘 학습에 대한 참가자의 인식 변화를 조사하였다. 본 연구의 주요 결과 및 시사점은 다음과 같다. 사전 사후 어휘 평가 결과, 참가자의 어휘 능력은 실험 전에 비해 실험 종료 후 상승한 것으로 나타났고, 사전 사후 설문 결과, 챗봇의 활용은 참가자의 영어 어휘 학습에 대한 태도를 긍정적으로 변화시키는 데 중요한 역할을 하는 것으로 파악되었다. 테크놀로지의 발달과 함께 최근 영어 교육에 있어 챗봇의 활용이 증가하는데 비해 그에 대한 실증적 연구가 부족하다는 점을 고려해 볼 때, 본 연구가 갖는 시사점이 크다고 할 수 있다.
본 연구는 챗봇의 활용이 한국 대학생의 영어 어휘 학습에 미치는 영향을 조사한 것으로, 챗봇과의 채팅을 통해 실험 참가자의 영어 어휘 능력이 실제 상승하는지 여부와 영어 어휘 학습에 대한 인식이 어떻게 변하는지 알아보는 데 그 목적이 있다. 47명의 국내 대학생을 실험그룹과 통제그룹으로 나누어 총 8주 동안 실험을 진행하였고, 챗봇 활용의 효과를 파악하기 위해 실험 시작 전과 종료 후 사전 사후 어휘 평가를 실시하였으며, 사전 사후 설문조사를 통해 챗봇을 활용한 어휘 학습에 대한 참가자의 인식 변화를 조사하였다. 본 연구의 주요 결과 및 시사점은 다음과 같다. 사전 사후 어휘 평가 결과, 참가자의 어휘 능력은 실험 전에 비해 실험 종료 후 상승한 것으로 나타났고, 사전 사후 설문 결과, 챗봇의 활용은 참가자의 영어 어휘 학습에 대한 태도를 긍정적으로 변화시키는 데 중요한 역할을 하는 것으로 파악되었다. 테크놀로지의 발달과 함께 최근 영어 교육에 있어 챗봇의 활용이 증가하는데 비해 그에 대한 실증적 연구가 부족하다는 점을 고려해 볼 때, 본 연구가 갖는 시사점이 크다고 할 수 있다.
The current study investigates whether artificially intelligent chatbots influence Korean EFL students' vocabulary learning. For eight weeks, 47 college students in Korea participated in this study. They were divided into two groups: one experimental group and one control group. Participants in the ...
The current study investigates whether artificially intelligent chatbots influence Korean EFL students' vocabulary learning. For eight weeks, 47 college students in Korea participated in this study. They were divided into two groups: one experimental group and one control group. Participants in the experimental group engaged in chat with a chatbot during the eight-week experimental period. Before and after the experiment, pre- and post-tests were administered to see if their English vocabulary improved. Pre- and post- surveys were also performed to understand how the participants perceived chatbot-assisted vocabulary learning. Results show that the experimental group improved their vocabulary skills as a result of engaging in chat with the chatbot. Also, their perceptions of vocabulary learning positively changed, increasing their motivation, interest, and confidence in English. Given that there have been few empirical studies to investigate the effects of chatbots on vocabulary development, the present study can provide insights on the effectiveness of chatbots.
The current study investigates whether artificially intelligent chatbots influence Korean EFL students' vocabulary learning. For eight weeks, 47 college students in Korea participated in this study. They were divided into two groups: one experimental group and one control group. Participants in the experimental group engaged in chat with a chatbot during the eight-week experimental period. Before and after the experiment, pre- and post-tests were administered to see if their English vocabulary improved. Pre- and post- surveys were also performed to understand how the participants perceived chatbot-assisted vocabulary learning. Results show that the experimental group improved their vocabulary skills as a result of engaging in chat with the chatbot. Also, their perceptions of vocabulary learning positively changed, increasing their motivation, interest, and confidence in English. Given that there have been few empirical studies to investigate the effects of chatbots on vocabulary development, the present study can provide insights on the effectiveness of chatbots.
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문제 정의
Pedagogical implications can also be drawn from the findings for teachers in EFL settings who are interested in technology-assisted language learning to facilitate their students' vocabulary learning. The current study opens up new possibilities for the use of chatbots for English vocabulary development. EFL students can improve English vocabulary in terms of nouns, adjectives, and verbs by engaging in chat with chatbots.
The focus of this study was to ascertain whether the use of chatbots had a notable effect on EFL students' vocabulary learning.
제안 방법
The experiment was administered for eight weeks in 2016 academic year. All participants were given a pre-survey questionnaire to investigate their perceptions of vocabulary learning. To establish the participants' vocabulary level, a pre-test was then conducted.
Another purpose of the present study was to explore whether there were any changes in students’ perceptions on English vocabulary learning.
대상 데이터
A chatbot called Elbot was employed for this study Fig. 1. This chatbot can simulate a human-like conversation using a natural language.
As for the test items, this study employed 30 words from the textbook, Strategic Reading 2, by Richards and Eckstut-Didier [5], which has been used for intermediate-level students in Korean EFL settings [6]. There were a total of 30 question items on both pre-and post-tests.
Participants in the current study consisted of 47 Korean EFL students taking a general English course taught at a private university in Korea. They were all freshmen students majoring in different academic fields.
As for the test items, this study employed 30 words from the textbook, Strategic Reading 2, by Richards and Eckstut-Didier [5], which has been used for intermediate-level students in Korean EFL settings [6]. There were a total of 30 question items on both pre-and post-tests. According to the previous research [7], balance was considered in the test by allocating three parts of speech: 10 nouns, 10 adjectives, and 10 verbs Fig.
데이터처리
In order to figure out if there were any perception differences between the experimental and control groups, an independent t-test was run. In the pre-survey, as shown in Table 4, there were no statistically significant differences between two groups, indicating that all participants were homogeneous at the beginning of the study.
In order to investigate if there were any mean differences between the experimental and control groups, an independent t-test was also conducted. In the pre-test, as shown in Table 2, there were no significant differences between the two groups, indicating that all participants were homogeneous at the start of the study.
성능/효과
While no significant changes were found in the control group, findings of the current study revealed statistically significant mean differences for the experimental group between pre- and post-tests, indicating the vocabulary development as an outcome of engaging in chat with a chatbot. The total mean score revealed a significant difference between the preand post-tests (t=2.
후속연구
Lastly, only one control group was included in the current study. Future research should include an additional experimental group to determine whether the use of other technology tools would affect English vocabulary learning similarly to chatbots.
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