Individual Variations in Language Learning Strategies and Their Effects on Learners’ Attitudes Towards AI Writing Tools

• 영문명: Individual Variations in Language Learning Strategies and Their Effects on Learners’ Attitudes Towards AI Writing Tools
• 발행기관: 한국외국어교육학회
• 저자명: Nicholas Duvernay
• 간행물 정보: 『Foreign Languages Education』Vol.31 No.2, 1~25쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.06.30

국문 초록

This study investigates the relationship between language learning strategy (LLS) preferences and AI writing tool use among 147 English as a Foreign Language (EFL) learners at a South Korean university. Participants were divided into two groups based on their preferred language learning strategies, as determined by the Strategy Inventory for Language Learning (SILL): memory/compensation strategies (Group 1) and metacognitive strategies (Group 2). The SILL survey was followed up with assessments on the participants’ use of AI writing tools and their reflections on how these tools were used in the writing process. Results revealed some minor correlations between specific strategy types and functions in AI writing tools— including preferences which suggest that metacognitive strategy users use AI writing tools for the development of ideas and structuring the writing process—but were limited due to individual learner variables which had not been measured. The findings provide directions for the consideration of language learning strategies when designing AI writing tools to create personalized and effective learning experiences.

목차

I. Introduction

II. Theoretical Background

III. Research Methods

IV. Results and Discussion

V. Conclusion

References

키워드

언어학습전략 인공지능 작문 도구 기술 수용 모델 외국어로서 영어 학습자 언어학습전략목록 language learning strategies AI writing tools technology acceptance model EFL learners Strategy Inventory for Language Learning (SILL