ChatGPT를 활용한 문학 기반 영어 쓰기 수업이 중학생의 인공지능 인식과 자기표현에 미치는 영향 : 결말 창작 글쓰기 활동을 중심으로 = The Effects of Literature-Based English Writing Classes Using ChatGPT on Middle School Students’ Perceptions of AI and Self-Expression

다국어 초록 (Multilingual Abstract)

This study explores how a literature-based English writing class integrated with ChatGPT influences middle school students’ perceptions of literature-based English learning, their self-expression, and their understanding of artificial intelligence. A six-session instructional unit was designed using excerpts from the young adult novel and implemented with five ninth-grade students at a private middle school in Korea. Data were collected through pre- and post-surveys, semi-structured interviews, teacher observation notes, student artifacts and ChatGPT interaction logs. The data were analyzed using thematic coding to identify patterns of perceptual and experiential change.
The findings revealed three major insights. First, prior to the intervention, students perceived literature-based English learning as test-oriented and focused on finding predetermined answers, expressing discomfort with conveying emotions or personal experiences in English. Their understanding of ChatGPT was also limited, viewing it primarily as a sentence generator. Second, after the instruction, students reconceptualized literature-based English writing as a space for personal expression, connecting literary characters’ emotions with their own experiences. They began to regard ChatGPT as a collaborative creative partner that supports idea generation, linguistic scaffolding, and expressive refinement. Students demonstrated critical AI literacy by selectively adopting, modifying, or rejecting AI-generated expressions. Third, the enhanced AI perception interacted with students’ literature-based learning, contributing to increased writing fluency, strengthened authorial agency, and more creative narrative construction. ChatGPT functioned not as a tool that replaces student thinking but as a scaffold that enabled students to articulate and extend their ideas in English.
This study suggests that generative AI can serve as an educational partner that supports meaning-making and self-expression in literature-based English education. The findings highlight the pedagogical potential of integrating AI into creative writing contexts, demonstrating how AI-mediated interaction can enrich learners’ engagement, interpretation, and authorship in the AI-augmented classroom.

목차 (Table of Contents)

• 목차
• 1.서론 1
• 1.1 연구의 배경 및 필요성 1
• 1.2 연구 목적 3
• 1.3 연구 문제 4
• 1.4 연구의 의의 4
• 2.이론적 배경 6
• 2.1 문학 기반 영어교육과 학습자 반응 이론 6
• 2.1.1 문학 기반 영어교육 6
• (1) 문학기반 영어교육의 의의 6
• (2) 문학기반 영어수업의 교수학습 효과 7
• 2.1.2 독자반응이론과 학습자문학 7
• (1) 독자반응이론 7
• (2) 학습자문학 8
• 2.1.3 문학 기반 영어교육 관련 선행연구 정리 9
• 2.2 생성형 인공지능과 영어교육 10
• 2.2.1 생성형 AI의 개념과 영어교육 적용 가능성 10
• 2.2.2 ChatGPT 활용의 교육적 가능성과 한계 11
• 2.2.3 생성형 AI와 영어교육 관련 선행연구 정리 12
• 2.3 AI를 활용한 문학교육 15
• 3. 연구 방법 17
• 3.1 연구 설계 개요 17
• 3.2 연구 대상 18
• 3.3 수업 설계 및 절차 22
• 3.4 자료 수집 및 분석 방법 24
• 3.5 자료분석 29
• 4. 연구 결과 30
• 4.1 분석 개요 30
• 4.2 수업 전 인식 33
• 4.2.1 문학 기반 영어 학습 인식 33
• 4.2.2 AI 활용 인식 39
• 4.3 수업 후 인식 변화 43
• 4.3.1 문학 기반 영어 학습 인식 변화 43
• 4.3.2 AI 활용 인식 변화 47
• 4.4 AI 인식 변화가 문학 기반 영어 학습 인식에 미친 영향 53
• 4.4.1 문학 기반 영어 학습 인식의 변화 53
• 4.5 소결 62
• 5.결론 64
• 5.1 연구 결과 64
• 5.2 논의 및 시사점 64
• 5.3 교육적 시사점 65
• 5.4 연구의 한계 66
• 5.5 후속 연구 제언 66
• 참고문헌 67
• 부록 70