생성형 AI 챗봇과 중학생의 영어 자유대화 학습경험 사례 분석

초록

Objectives This study explored the pedagogical potential of generative, voice-enabled, conversational, and goal-oriented chatbots for English teaching and learning by analyzing the free conversation experiences between a generative AI chatbot and middle school students. Methods Video-recorded free conversations between a generative English-speaking chatbot developed by Company Y and three middle school students were transcribed and analyzed. Based on the research questions, both qualitative and quantitative analyses were conducted, including text analysis, readability assessment, lexical analysis, token count, and sentiment analysis. Results The findings indicated that the generative AI-based chatbot outperformed traditional rule-based chat bots in terms of encouraging active verbal output, providing personalized conversations, offering adaptive sup port, facilitating emotional interactions, and enhancing learner motivation. Quantitative analysis particularly sup ported the chatbot’s effectiveness in personalized conversation and emotional interaction. Conclusions The results suggest that generative AI-powered chatbots can serve as valuable tools to supplement one-on-one tutoring in English speaking instruction.

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