수동적 수용자에서 능동적 편집자로: 학부 영어 작문 교양수업에서 생성형 AI를 활용한 디지털 리터러시 함양 방안 모색

Abstract

This study examines how generative AI tools can be used as teaching aids in college English writing classes and how ChatGPT can help undergraduate students enhance their digital literacy, critical thinking, and writing strategies. A case study shows that ChatGPT overall reduced the students' anxiety, basic grammar errors, and helped maintain coherence and style. However, many students tended to accept the ChatGPT's suggestions uncritically, revealing their over-reliance on the tool. To address this and to encourage a students-led learning environment and their critical engagement, students were required to document the reasons for accepting or rejecting the AI-generated feedback. This approach strengthened both their writing skills and their ability to view AI as a collaborative partner rather than an unquestionable authority.