ChatGPT를 활용한 학술적 글쓰기 사례와 교육 방안 고찰 - H대학교 <논리적 사고와 글쓰기> 강좌를 중심으로

• 영문명: Researching Academic Writing Practices and Pedagogy with ChatGPT : A Case Study of H University's “Logical Thinking and Writing” Course
• 발행기관: 한국언어문학회
• 저자명: 이미나(Mi-na Lee)
• 간행물 정보: 『한국언어문학』第128輯, 265~302쪽, 전체 38쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2024.11.30

국문 초록

The advent of generative AI technologies, including ChatGPT, has brought transformative changes to education, necessitating an evolution in pedagogical approaches to integrate these tools effectively. Recognizing the potential of AI, universities and governmental bodies have begun implementing policies that embrace generative AI while safeguarding learners' rights to utilize such technologies. In this context, the debate surrounding AI and its role in writing instruction has intensified, prompting both a reevaluation of traditional writing pedagogy and exploration into innovative uses of these tools. University-level writing education primarily aims to cultivate critical thinking and academic inquiry, which are essential for producing true knowledge through academic writing. Given this objective, there is a growing need to investigate how tools like ChatGPT can be practically integrated into the academic writing process without compromising the development of independent thinking skills. This study examines this question through an empirical investigation of students enrolled in Logical Thinking and Writing, a required liberal arts course at H University in Seoul, South Korea. The course was designed to incorporate ChatGPT into the academic writing process, with a focus on understanding students' experiences and perceptions. Findings reveal that students found ChatGPT most beneficial during the initial stages of topic selection and organizing their writing direction. However, the tool was perceived as less effective during the drafting phase due to the awkward phrasing and errors in its generated content. Furthermore, students highlighted challenges related to ChatGPT's reliance on unverifiable sources, raising concerns about the authenticity and reliability of its outputs. Other limitations included hallucinations, abstract or generic language, and biases stemming from its training data. Many learners also struggled to craft effective prompts, underscoring the need for targeted instruction on prompt design and strategic questioning. This study emphasizes the importance of fostering critical thinking skills to evaluate AI-generated content and ensuring that students learn to ethically and effectively utilize generative AI. Additionally, the findings highlight the need to develop students' proficiency in prompt engineering, enabling more productive interactions with AI tools. By exploring both the possibilities and limitations of generative AI in academic writing, this study provides valuable insights into the future direction of writing education in the AI era. This research contributes to the growing body of literature on generative AI in education and underscores the need for an adaptive approach to writing pedagogy that prepares students to collaborate effectively with emerging technologies.

목차

1. 생성형 AI와 대학 글쓰기 교육의 현황

2. 인공지능과의협업을통한글쓰기수업 설계

3. ChatGPT를활용한학술적글쓰기사례 및 결과

4. AI 시대글쓰기교육의교수·학습방안 모색

5. 대학 글쓰기 교육의 가치 재인식

키워드

인공지능 교양 교육 학술적 글쓰기 논리적 사고와 글쓰기 AI artificial intelligence ChatGPT liberal arts education academic writing logical thinking and writing

참고문헌

• 국어문학
• 한문족문화연구
• 문화와 융합
• 우리말글
• 이화어문논집
• 작문연구
• 동서철학연구
• 한성어문학
• 국어교육연구
• 제67회 국어국문학회 전국학술대회
• 교양교육과 시민
• 사고와표현
• 사고와표현
• MediaIssue
• 교양교육 연구
• 어문연구
• 교양교육 연구
• 문화와 융합
• 작문연구
• 교양학 연구
• 작문연구