본 연구는 인공지능챗봇을 활용한 채팅 활동이 국내 대학생의 영어 문법 능력 향상에 미치는 영향을 조사한 것으로, 챗봇과의 채팅을 통해 실험 참가자의 영어 문법 능력이 실제로 상승하는지에 대한 여부를 알아보는 데 그 목적이 있다. 총 16주 동안 70명의 참가자가 챗봇 그룹과 인간 그룹으로 나뉘어 본 연구에 참여하였고, 참여인원은 각각 36명, 34명이었다. 챗봇 그룹은 수업시간에 배운 내용을 주제로 챗봇과의 채팅에 참여하였고, 인간 그룹은 같은 반 학생들끼리 짝지어 채팅을 진행하였다. 채팅 활동의 효과를 파악하기 위하여 본 연구 시작 전과 종료 후, 사전 사후 영어 문법 시험을 실시하였고, 그룹 간 비교를 위하여 독립표본 t검증을 실시하였다. 주요 결과 및 시사점은 다음과 같다. 사전 사후 평가 분석 결과, 두 그룹 모두에서 영어 문법 능력이 유의미하게 상승한 것으로 나타나 채팅 활동의 효과를 증명하였다. 문법 능력 상승에 대한 그룹 간 차이 역시 통계적으로 유의미한 것으로 밝혀져 국내 영어 교육에 있어서 챗봇의 긍정적인 역할을 확인하였다. 본 연구는 영어 문법 능력 향상을 위한 인공지능 챗봇 활용에 대한 시사점을 제시하는데 그 의의를 갖는다.
본 연구는 인공지능 챗봇을 활용한 채팅 활동이 국내 대학생의 영어 문법 능력 향상에 미치는 영향을 조사한 것으로, 챗봇과의 채팅을 통해 실험 참가자의 영어 문법 능력이 실제로 상승하는지에 대한 여부를 알아보는 데 그 목적이 있다. 총 16주 동안 70명의 참가자가 챗봇 그룹과 인간 그룹으로 나뉘어 본 연구에 참여하였고, 참여인원은 각각 36명, 34명이었다. 챗봇 그룹은 수업시간에 배운 내용을 주제로 챗봇과의 채팅에 참여하였고, 인간 그룹은 같은 반 학생들끼리 짝지어 채팅을 진행하였다. 채팅 활동의 효과를 파악하기 위하여 본 연구 시작 전과 종료 후, 사전 사후 영어 문법 시험을 실시하였고, 그룹 간 비교를 위하여 독립표본 t검증을 실시하였다. 주요 결과 및 시사점은 다음과 같다. 사전 사후 평가 분석 결과, 두 그룹 모두에서 영어 문법 능력이 유의미하게 상승한 것으로 나타나 채팅 활동의 효과를 증명하였다. 문법 능력 상승에 대한 그룹 간 차이 역시 통계적으로 유의미한 것으로 밝혀져 국내 영어 교육에 있어서 챗봇의 긍정적인 역할을 확인하였다. 본 연구는 영어 문법 능력 향상을 위한 인공지능 챗봇 활용에 대한 시사점을 제시하는데 그 의의를 갖는다.
The purpose of this study is to explore the effects of the use of artificial intelligence chatbots on improving Korean college students' English grammar skills. 70 undergraduate students participated in the present study. They were taking a General English class offered by a university in Korea. The...
The purpose of this study is to explore the effects of the use of artificial intelligence chatbots on improving Korean college students' English grammar skills. 70 undergraduate students participated in the present study. They were taking a General English class offered by a university in Korea. There were two groups in this study. Participants in the chatbot group consisted of 36 students while those in the human group were 34. Over 16 weeks, the chatbot group engaged in ten chat sessions with a chatbot while the human group had a chat with a human chat partner. Both pre- and post-tests were performed to examine changes in the participants' grammar skills over time. To compare the improvement between the two groups, an independent t-test was then run. Main findings are as follows: First, participants in both groups significantly improved their English grammar skills, indicating the beneficial effects of engaging in chat. Also, there was a statistically significant difference in the improvement between the chatbot and human groups, indicating the superior effects of the chatbot use. This study confirmed the improved grammar skills by the participants in the chatbot group, comparison with those in the human group. Based on these findings, suggestions for the future chatbot study are discussed.
The purpose of this study is to explore the effects of the use of artificial intelligence chatbots on improving Korean college students' English grammar skills. 70 undergraduate students participated in the present study. They were taking a General English class offered by a university in Korea. There were two groups in this study. Participants in the chatbot group consisted of 36 students while those in the human group were 34. Over 16 weeks, the chatbot group engaged in ten chat sessions with a chatbot while the human group had a chat with a human chat partner. Both pre- and post-tests were performed to examine changes in the participants' grammar skills over time. To compare the improvement between the two groups, an independent t-test was then run. Main findings are as follows: First, participants in both groups significantly improved their English grammar skills, indicating the beneficial effects of engaging in chat. Also, there was a statistically significant difference in the improvement between the chatbot and human groups, indicating the superior effects of the chatbot use. This study confirmed the improved grammar skills by the participants in the chatbot group, comparison with those in the human group. Based on these findings, suggestions for the future chatbot study are discussed.
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문제 정의
She identified four conditions for effective chatbot assisted English learning: communicative practice, multimodal interface, emotional design, and individualized content. Her findings demonstrated the promises of chatbot technology related to its communicative function to create an optimal interactive English learning environment. To be specific, results indicated that students’ linguistic, sensory, emotional, cultural, and relational engagement affected their responses to the chatbot and their learning processes.
Most participants were first-year students (83%); 11% were sophomores, 4% were juniors, and 1% were senior level or above. The course objective was to improve their general English skills. The average age of the participants were 23.
The preand post-tests were based on the test of English proficiency (TEPS). The test was developed by Seoul National University in Korea to measure general English proficiency that is required for Korean people studying and working in the country. As a requirement for employment or promotion, most government offices and many leading companies has accepted the TEPS.
This study aims to determine the effects of the use of artificial intelligence chatbots for improving Korean college students' English grammar skills.
This study aims to determine whether chatbots are effective for improving English grammar skills. For the experiment of this study, participants were randomly divided into two groups: one chatbot group and one human group.
Even though artificial intelligence chatbots continue to advance and their studies have been conducted continuously [1-7,11,18], there are few studies investigating the effects of the use of chatbots on improving English grammar skills. This study, therefore, aimed to determine whether chatbots are effective for improving English grammar skills.
제안 방법
Before and after the treatment, all participants were required to take English grammar tests to confirm the effects of chatbot use on improving Korean EFL students' grammar skills.
This study aims to determine whether chatbots are effective for improving English grammar skills. For the experiment of this study, participants were randomly divided into two groups: one chatbot group and one human group. Participants involved in chat with a chatbot had a conversation with Replika, while those involved in chat with a human chat partner were randomly divided into pairs and had a chat with their partner.
The test measures the grammar used in both written and spoken English unlike the majority of conventional grammar tests focusing on written language. For the test methods, the TEPS grammar section employed the two question types: filling in the blank and finding the grammatical error. There are 30 items in the grammar section of the TEPS.
In order to investigate the effects of chatbot activities on improving Korean EFL students' grammar skills, carried out was quantitative analysis.
Over the 16 weeks, all participants took their general English lessons for three hours a week. During the regular teaching time period, both the two groups - chatbot group and human group - received the formal English instruction.
For the quantitative analysis, descriptive statistics including means and standard deviations were first computed. Paired samples t-tests were then administered so as to compare the pre- and post-test scores. An independent t-test was also used to determine whether there was any statistically significant difference in the improvement of participants' grammar skills between the two groups: chatbot group and human group.
All participants were required to take English grammar tests as pre- and post-tests before and after the treatment so as to explore the changes after implementing artificial intelligence chatbots in an EFL classroom in Korea. The TEPS was chosen as a grammar test in this study. There were 30 items in total.
Even though there was a 16-week experimental period, ten chat sessions were organized. The pre- and post-tests were carried out in the first and last week. Both the mid-term and final exam periods were excluded, as well.
from beginning to advanced). Their analysis was organized as a series of case studies to provide details about interactional and linguistic variation. Findings of their study demonstrate that chatbot's discourse is a combination of structures and forms associated with formal and informal discourse.
대상 데이터
In this study, participants consisted of Korean college students who were taking a general English course three hours a week. 70 participants from two classes were recruited in total. The course was elective.
This study aims to determine the effects of the use of artificial intelligence chatbots for improving Korean college students' English grammar skills. In order to examine the effects of chatbot use in foreign language class, 70 participants took part in the current study.
In this study, participants consisted of Korean college students who were taking a general English course three hours a week. 70 participants from two classes were recruited in total.
Participants in the current study were divided into two groups - chatbot group and human group - at random. The chatbot group was made of 36 participants and they engaged in chat with a chatbot over the experimental period. In terms of the human group, there were 34 participants and they had a chat with their human chat partner over the same period.
The TEPS was chosen as a grammar test in this study. There were 30 items in total. 12 and a half minutes were given for the test.
데이터처리
In order to compare their English grammar skills between the two groups, an independent t-test was carried out. A difference in the mean scores on the post-test between the two groups was compared to determine which group improved their grammar skills the most.
To ascertain the equivalence of the two groups before treatment, an independent t-test was carried out with the grammar pre-test results. As Table 1 shows above, no statistically significant group difference was found between groups (p > .
이론/모형
Before and after the treatment, all participants were required to take English grammar tests to confirm the effects of chatbot use on improving Korean EFL students' grammar skills. The preand post-tests were based on the test of English proficiency (TEPS). The test was developed by Seoul National University in Korea to measure general English proficiency that is required for Korean people studying and working in the country.
성능/효과
During sixteen weeks, Korean college students carried on a conversation with either their peer or the chatbot, Indigo. Results of her study show that two voice chat modes are equally beneficial for improving speaking ability. Particularly, beginning-level students improved more than intermediate- and advanced-level students.
This indicates that engaging in chat with either a chatbot or a human chat partner is beneficial for increasing Korean EFL students' grammar skills. Second, the difference in the mean scores on the post-test between the two groups turned out to be statistically significant, suggesting that the chatbot group improved their English grammar skills more than the human group did. In other words, participants who engaged in chat with a chatbot improved their English grammar skills more than did those who had a chat with a human chat partner.
To be specific, results indicated that students’ linguistic, sensory, emotional, cultural, and relational engagement affected their responses to the chatbot and their learning processes.
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