음성대화기반 챗봇 EBSe AI 펭톡에 대한 초등학생 인식 조사

최원경(Choi, Wonkyung) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.4

There have been increasing attempts at using AI (artificial intelligence) chatbots in the elementary English classroom, where many researchers have created their own AI chatbots to be implemented in such small-scale field research. However, AI Pengtalk, a newly released AI chatbot designed by EBS and ETRI, is a possibly groundbreaking application for English education for elementary school students. This app is distributed to public elementary schools nationwide free of charge in April, 2021. The present study investigates 5th graders’ recognition on AI Pengtalk and factors that influence their participation and satisfaction after using the app over a 10 week period. The results show that gender is a statistically significant factor that affects students’ participation of using the app. Although students’ satisfaction rate over the app appears to be quite high, it is not particularly related to their perceived speaking abilities. It is also shown that prior experience of AI chatbots significantly influences students’ satisfaction with the app. In conclusion, the present study suggests pedagogical implications not only for teachers who try to apply AI Pengtalk in their classroom for boosting students’ motivation, but also for the app designers who desire to improve the quality of the app by overcoming temporary novelty effects.

2022 개정 영어과 교육과정 ‘디지털 소양’의 의미에 대한 고찰

최원경(Wonkyung Choi) 한국영어교과교육학회 2022 영어교과교육 Vol.21 No.4

This study is a theoretical inquiry into the term ‘digital literacy’, which has made its first appearance as a technical term in the 2022 revised curriculum in Korea. Although the term can be used casually, academically its use should be carefully considered in relation to the key competencies of the new curriculum that students are expected to develop. This study investigates the etymological origin and theoretical background of digital literacy, in order to grasp the practical meaning and to present possible applications of digital literacy in English language teaching. Digital literacy encompasses not only the ability to read and write within a digital context, but also the skills to find, interpret, evaluate information and to critically read and creatively process the information on the basis of firm ethical principles. It tends to be displayed in English classrooms by using a variety of digital tools like AI chatbots, virtual reality and metaverse. Teachers are strongly advised to continue improving their technological, pedagogical and content knowledge (TPACK) to promote students’ digital literacy in pursuit of communicative competence in English.

자기주도적 영어 학습능력과 온라인 초등영어 수업 만족도, 인지된 성취도 간의 상관관계 연구 : 코로나19 사태 맥락에서

최원경(Choi Wonkyung) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.21

코로나19 감염병 사태는 전 세계에 큰 영향을 끼쳤고 교육 부문도 이를 피해 가지 못했다. 이로 인해 2020년 상반기 동안 대한민국의 초등학 교들은 6주 가량 개학을 연기했었고 이후에는 교육부 정책에 따라 사상 최초의 ‘온라인 개학’을 하게 된다. 이러한 조치는 사회적 거리두기를 위해 불가피했으나 학교 현장은 전례 없는 온라인 개학으로 인해 혼란을 겪었다. 본 연구는 지난 6개월간 서울의 한 초등학교에서 6학년 학생들을 대상으로 실시된 온라인 영어 수업에서 학생들의 자기주도적 영어 학습능력에 초점을 맞춘다. 학습의 주도권이 교사에서 학습자로 넘어가는 비대면 수업 상황에서 자기주도적 학습능력은 학습에 매우 중요한 영향을 끼칠 것으로 예상되기 때문이다. 연구 결과, 먼저 자기주도적 영어 학습능력은 연구에 참여한 6학년 학생 남녀 간에 유의한 차이를 보이지 않았다. 또한 온라인 영어 수업에 대한 만족도와 인지된 학업성취도는 다소 높은 편이었고, 전반적 만족도에 통계적으로 유의한 영향을 끼친 요소는 수업 내용 수준, 교수자 변인, 그리고 과제 및 피드백의 3가지였다. 마지막으로, 자기주도적 영어 학습능력과 수업 만족도/인지된 학업성취도 사이에는 각각 양(+)의 상관관계를 보여, 온라인 수업에서 자기주도적 영어 학습능력이 주요한 영향이 있음을 확인했다. 본 연구가 향후의 온라인 학습 상황에서 교사와 학습자에게 중요한 교육적 함의를 주기를 기대한다. The education sector is one of the fields all over the world that the COVID-19 pandemic has had the hardest impact on. Amid this crisis during the first half of the year 2020, the elementary schools in Korea had been closed for around 6 weeks and reopened but with all-out online platform classes following the government policy. Although this decision-making seemed inevitable in order to practice the social distancing measure not to spread the virus, it has caused huge confusion and uncertainties about how the online English classes should be, because this circumstance is obviously unprecedented. The present study focuses on the self-directed English learning readiness (SDELR) of the 6th grade elementary school students over the satisfaction and perceived achievement of the online English classes during the last 6 months. Firstly, the survey reveals that the SDELR was not significantly different between male and female students. Secondly, the students’ satisfaction and perceived achievements for the online classes were moderately high, and the three variables that significantly affected the overall satisfaction were levels of contents, instructors, and tasks and feedback. Lastly, the SDELR and satisfaction/perceived achievements respectively were found to be positively correlated. The findings suggest that the SDELR is a very important factor for satisfaction and perceived achievements of online English classes. It is hoped that this study gives valuable information for the future of online English classes.

항해 홍길주 散文 一考

최원경(Choi, wonkyung) 대동한문학회 2021 大東漢文學 Vol.69 No.-

항해 홍길주의 문집에는 59편의 送序와 書簡文이 실려 있다. 기존 연구에서 이 작품들은 홍길주의 교유관계를 드러내거나, 그의 문장관을 분석할 때 주로 언급되었다. 본고는 홍길주가 지인에게 보내는 여러 글들 중, 내용과 형식면에서 문학적 지형을 넓힌 부분을 골라 분석한다. 그의 송서와 서간문 등을 살펴보면, 수신자들의 특징이 하나로 귀결되는 점이 있으며, 홍길주가 그들에게 전하는 메시지에도 주목할 만한 부분이 있다. 특히 서간문에서는 다른 문인들과 소통하기 쉬운 성격의 작품 보다는 유독 실험적인 저술에 관하여 적극적으로 언급하고 있으며, 이것을 표현하는 방식도 파격적이다. 우리는 이 글들의 수신자의 특징, 홍길주가 그들에게 전달하고자 했던 메시지, 그리고 홍길주의 실험적인 작품에 대한 편지글의 내용과 방식 등을 설명할 때, 모두 일맥상통하는 하나의 가치관과 연결하여 이야기할 수가 있다. 다시 말하면, 작은 것과 큰 것이 지닌 의미에 대한 해석, 중앙과 변방･상위 개념과 하위 개념에 대한 홍길주의 해석, 기존의 글쓰기와는 다른 실험적 글쓰기의 의미 등이 모두 같은 맥락에서 설명될 수가 있다. 이러한 송서와 서간문 등과 같이 홍길주가 지인에게 보낸 여러 글들을 통해서도 우리는 그의 확장된 글쓰기의 면모와 세계관을 확인해 볼 수가 있다. Hong Gil-ju s collection of writings contains 59 letters and articles that were sent to a friend who left to someplace. These works were mainly mentioned in previous studies when revealing Hong Gil-ju s relationships he had or when analyzing his view of writing. This paper selects and analyzes works that show literary expansion in terms of content and form among various writings sent by Hong Gil-ju to his acquaintances. The characteristics of the recipients of these articles can be said to be nonmainstream of that time. Nevertheless, his message has important contents in the letters he wrote to them. And in his letters, he actively expressed his opinion on his experimental writing. When we talk about the characteristics of the recipients of these letters and articles, the message that Hong Gil-ju wanted to convey, Hong Gil-ju s experimental work, and the way he conveys it, we can all explain it through one common value. In other words, different ways of interpreting the meaning of the big and the small, deconstruct the difference in concepts between the center and the periphery, meaning of experimental writing different from existing writing, all can be explained in the same context.

VR 기반 영어 수업에 대한 초등학생의 인식과 정의적 영역 효과 탐색

최원경(Choi, Wonkyung) 한국초등영어교육학회 2021 초등영어교육 Vol.27 No.4

In recent years, there has been a particularly increasing interest in applying state-of-the-art digital technology such as VR (virtual reality) to the educational field amid the COVID-19 pandemic. Despite the high expectation that VR technology might be effective in English language teaching, not many attempts have been made especially in the context of elementary schools. The present study explores the recognition of and the affective effects on 3rd and 4th grader elementary school students through the VR-based English class. It first shows that almost all participants had already known and experienced VR technology before, and that they expressed great satisfaction with the VR-based English class. Second, the study also shows that participants displayed spatial presence, novelty and enjoyment during the VR-based class. Finally, it demonstrates that VR was modestly effective for some sub-elements of students’ affective domain: the improvement of motivation and confidence. Moreover, the VR-based class was particularly effective for easing students’ anxiety when they speak English. This study provides meaningful pedagogical implications not only for the practitioners who are willing to apply VR technology to English language teaching, but also for researchers who are eager for future research regarding VR technology.

AI 챗봇을 활용한 초등영어 과정중심 말하기 평가 : 가능성과 한계

최원경(Choi, Wonkyung) 한국초등영어교육학회 2020 초등영어교육 Vol.26 No.1

The present study aims to explore the possibilities and limitations of artificial intelligence (AI) chatbots in elementary schools in the context of process-oriented assessment, which is one of the main features of 2015 revised English curriculum. The researcher has developed an AI chatbot and implemented a speaking performance test using it for 3rd graders in an elementary school in Seoul. The results first show that a specific function of the AI chatbot which can track students utterances during the speaking test must be a strong point in process-oriented assessment. It provides teachers with very useful information about students speaking processes as well as performances, which could further be used to help improve students’ English proficiency. Second, the results of a survey indicate that students are generally fond of interacting with AI chatbots and that their interests in chatbots may motivate willingness to speak in English. However, the results also show some limitations of using AI chatbots in classroom. Despite the breakthrough in AI technology, AI chatbots still have technical problems that may severely harm feasibility of using chatbots in process-oriented assessment, e.g. low accuracy rate of voice recognition. There is also an issue of validity and reliability of the AI chatbot-based speaking test that should be endorsed by future research. It is expected that AI chatbots should be cautiously applied in process-oriented assessment towards making full use of the state-of-the-art AI technology.

코로나19 사태에서 온라인 영어 수업에 대한 초등학생 및 학부모 인식 조사: 실시간 대 비실시간 수업 비교

최원경(Choi, Wonkyung) 한국초등영어교육학회 2020 초등영어교육 Vol.26 No.4

It seems indescribable how greatly the COVID-19 has impacted public schools not only in Korea but also all over the world. Since the outbreak in early 2020, elementary schools in Korea have implemented classes based on online platforms in order to practice the social distancing measures. However, there have been growing concerns about whether synchronous or asynchronous classes would better fit the elementary school context. Despite those concerns, there has not been a lot of research on this issue. Therefore, the present study aims to investigate elementary school students’ and parents’ perceptions of the two different online methods. It surveyed a group of students and parents who had participated in both synchronous and asynchronous classes in Seoul. The results show that, first, students and their parents alike preferred synchronous to asynchronous online methods. Second, their perceived achievements in synchronous classes were also better than those in asynchronous classes, although the effects of sex and grade variables were insignificant. Last, the major factor on the preference and perceived achievements of the synchronous method seems to be the interaction between the teacher and students. This study is expected to provide pedagogical implications for designing better online classes in the future.

AI 펭톡을 활용한 초등영어 학습부진아 지도 사례 연구

최원경(Wonkyung Choi) 한국영어교과교육학회 2024 영어교과교육 Vol.23 No.1

The present study explores the effectiveness of an AI chatbot specifically applied to teach English to underachieving elementary students. The AI Pengtalk, released in April 2021, was expected to be widely used in public elementary schools nationwide. However, this English educational app does not seem to have gained significant traction, likely due to its specific limitations. Recognizing the potential challenges that teachers may encounter when employing the app in elementary school English classes, this case study investigates the applicability of AI Pengtalk particularly for six underachievers in an elementary school setting. The study reveals a novelty effect, providing strong evidence that calls for teachers’ intentional engagement when implementing the app with students. Furthermore, the study demonstrates that AI Pengtalk has positive impacts on students’ English achievement and affective domains such as belief, motivation, and interest in English learning. The results of this study are expected to foster teachers’ deeper understanding when applying digital tools like AI chatbots in the elementary school context.

면대면 대 비대면 강의 만족도 비교 : 코로나19 사태에서의 대학원 교양영어 수업 사례 연구

최원경(Choi, Wonkyung) 한국영어교과교육학회 2020 영어교과교육 Vol.19 No.4

COVID-19 has undeniably caused tremendous uncertainty in the education sector since its outbreak in early 2020. College-level classes have transitioned into online from offline classes in order to contain the virus, and this seems to be a global trend. This study aims to explore factors that affect student satisfaction in an online graduate school English class that had previously been taught face-to-face, prior to the pandemic. The study compares surveys of offline versus online classes, which were administered before and after the pandemic crisis. Further, qualitative data from in-depth interviews with students were collected. The results show that the quality of contents as well as the validity and reliability of evaluation are some of the main factors that affect student satisfaction of the online class. The interaction between an instructor and students, along with teaching presence, are also major factors. External factors like the environments surrounding students and the ease of Internet access could possibly affect the satisfaction. These factors should be considered when designing successful online classes. This study may provide valuable implications for better online classes in the future.

항해 홍길주의 글에서 언어,문자의 문제

최원경 ( Wonkyung Choi ) 성균관대학교 대동문화연구원 2015 大東文化硏究 Vol.91 No.-

우리는 언어문자를 매개하여 인식된 세계를 해석하고 표현할 수가 있다. 인식을 통해 파악된 표상을 언어와 문자로 드러냄으로써, 세상과 우리는 연결이 된다. 沆瀣洪吉周는 당대 대표적인 문장가로써, 문장을 통해 세상을 읽고 전달하는 데 평생을 보낸 것으로 자임한 바 있다. 그에게 언어문자는 글의 소재로써의 사물을 표현하는 단순한 도구에 그치는 것이 아니라, 대상의 실상을 잘 반영하여 세상을 이야기하기 위한 중요한 매개체였던 것으로 보인다. 본고는 자신이 인식한 세계에 보다 본질적으로 접근하기 위해 여러 면에서 회의적인 고민을 해왔던 홍길주가 언어문자에 관하여서도 반성적인 접근을 하였음을 살펴보았다. 더불어 이러한 반성적 접근이 항해의 세계인식태도와 연결되어 어떤 의미를 가지는 지를 검토하면서, 문장가로써 세상을 표상해 내는 데 있어서 기울였던 고민과 노력과도 연결하여 고찰해 보았다. 홍길주의 글 중에서는 장자의 세계인식태도와 비교하여 생각해 볼만한 중요한 내용들이 등장하는 만큼, 장자의 언어관도 참조할 만한 부분들이 있다. 홍길주는 당시 형인 홍석주로부터 장자와 견줄 만하다는 평까지 받기도 하였다. 그런데 이것은단순히 장자와 유사한 문학적 스타일에 그쳤다는 것을 의미하지 않는다. 본인 철학을 표현하는 적극적인 방법으로써 문장을 이용하였다는 점에서 주목할 만 하다. 장자는 세상을 절대적으로 분별하여 파악하려는 시각에서 벗어나, 단정할 수 없고 분별하기 쉽지 않은 상대적인 모호함으로 세상의 본질에 다가가려고 하였다. 이러한태도는 홍길주의 인식관에서도 찾아볼 수가 있다. 우리가 세상을 분별할 수 있게만들어 주는 도구인 ‘언어문자’에 대한 인식에 있어서도, 홍길주가 반성적인 접근을 하였다는 점은, 그의 物에 관한 고민과 세상을 인식하는 자세와 충분한 관계가 있으며, 그 반성자체로 의미가 있다. 본고는 은유, 비유 등의 『장자』와 유사한 수사학적 방법으로 씌여 다양한 해석가능성이 열려 있는 글과 함께 이를 뒷받침할 만한 언어·문자관과 가치관을 피력한 글들을 중심으로 홍길주의 문장을 통한 세계관을 살펴보았다. How can we formulate our lives and the world we live in when we want to express and define its viewpoint? This article will try to explore this question by examining and analyzing the way Hong expressed and defined it by using written and verbal language. The way Hong describes it, is that making use of language to express the world surrounding us isn``t that simple or easy as it may seem. His thoughts are that language and the letters we use to form that language is not as merely as a simple method to express the objects we perceive. Moreover, it is an important medium to reflect and contemplate on the real aspects of the world, its objects and our lives. This article tries to examine how Honggiljoo(洪吉周), who questions and is doubtful on how to approach the world and its objects, uses the essence of his perception through the self-reflecting approach and reflective thinking concerning language and its letters. It also tries to connect his perspective and thoughts regarding the world and its objects. Are the world and the objects surrounding us not fixed but changeable? It can be argued that language as such makes the objects fixed but if that is the case the objects might be distanced from its essence for the character of the language is vague. The changeable character of the language and its vagueness are connected because language itself is a changeable object, like all other objects. All objects in the world don``t have a fixed entity which is similar to TAO for TAO does not have its own entity. The process of searching the other objects (i.e. language and letters) to capture the objects is similar to the process of searching the TAO. This is connected with Hong``s effort but also agony for both presentation and representation of the world as a writer. Hong compares a book with a mirror due to the fact a mirror will directly give a reflection of the object when it is being read. And each time one reads a book, even if it is the same book over and over again, the book and its content and the way weperceive the letters and words will change. Thus the ever changing image which is reflected by the book to its viewer is similar to a mirror. How we express the world and the objects surrounding us by making use of language and letters, when writing and reading books will essentially lead into TAO explaining TAO. The TAO mirroring itself is the essence of all repetition and the changes we perceive will alter the awareness of our state of being.