인공지능과 코퍼스를 활용한 과업 기반 초등학생 문장 구성 학습 효과 연구

• 영문명: The Effect of Task-based Elementary School Students’ Sentence Construction Learning Using Artificial Intelligence and Corpora
• 발행기관: 한국교원대학교 뇌기반교육연구소
• 저자명: 이인숙 이동주
• 간행물 정보: 『Brain, Digital, & Learning』제14권 제1호, 99~119쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.03.31

국문 초록

This study investigates the efficacy of task-based sentence construction learning utilizing artificial intelligence (AI) and corpora among sixth-grade students in elementary education. The investigation is centered on enhancing students' proficiency in sentence construction ability, employing a structured six-step approach tailored to English language lessons for sixth graders. These steps encompass sentence preparation, practice, discovery, application, consolidation, and expansion. Each stage incorporates specific pedagogical tools: AI-PengTalk for practice, corpora for discovery, task-based activities for application, and Dictogloss exercises for expansion. The findings of this study indicate several significant outcomes. Firstly, task-based sentence learning leveraging AI and corpora demonstrates effectiveness in augmenting students' proficiency in English sentence learning. The six-step approach facilitates a comprehensive and thorough exploration of sentence construction, leading to increased fluency and versatility in the utilization of English sentences. Secondly, the impact of task-based sentence learning utilizing AI and corpora extends across students of varying proficiency levels, including upper, middle, and lower achievers. Remarkably, the greatest improvement is observed among lower-level students, followed by middle-level students, while upper-level students exhibit comparatively lesser advancement. This suggests that task-based approaches are particularly advantageous for learners with moderate to lower proficiency levels, aiding in their acquisition of sentence composition skills. Notably, activities focusing on sentence construction contribute significantly to enhancing both fluency and accuracy, particularly among middle- and lower-level learners. Thirdly, the overall student response to task-based sentence learning employing AI and corpora is predominantly positive. Many students express appreciation for the integration of innovative teaching and learning methodologies, such as AI-PengTalk, corpora analysis, task-based activities, and Dictogloss exercises, citing their effectiveness in consolidating their English language skills. This study holds significance in its exploration of integrating sentence structure learning within the elementary school English curriculum, with a distinct emphasis on communicative functions, and its subsequent application within classroom settings.

목차

Introduction

Theoretical Background

Methods

Data Analysis

Results

Discussion

Conclusions and Implications

키워드

English sentence learning AI (artificial intelligence) corpus task-based