AI 기술을 활용한 영어교육의 가능성: 영어 예비교사들의 인공지능 챗봇 사용과 개발을 중심으로 (Artificial Intelligence and its potential in English education: Deployment and creation of an AI chatbot by pre-service EFL teachers)

서지정보

· 발행기관 : 한국멀티미디어언어교육학회
· 수록지 정보 : 멀티미디어 언어교육 / 24권 / 1호 / 104 ~ 133페이지
· 저자명 : 황요한, 이혜진

초록

While the implementation of AI chatbots, by and large, is gaining immense popularity in numerous sectors, in the fields of pre-service teacher education and research, a chatbot as a learning-to-teach tool to support pre-service teachers’ professional development remains still in its infancy. Along this line, this study expands upon the nascent line of research by delving into pre-service teachers’ experiences of deploying, evaluating and building a chatbot. The interview and questionnaire data from a total of 16 pre-service English teachers with no prior experience with the chatbot development were collected in three different stages of learning: First, through the use of Mitsuku, a conversational chatbot, the participants were offered a chance to gauge the potential of a chatbot as a medium of interactive and participatory language learning.
Second, the participants configured and tested Dialogflow, a chabot API, in order to build task-oriented chatbots. Finally, the participants created chatbots with conversation flow of ordering juice and interviewing students. The findings demonstrate that such hands-on chatbot building experiences that gravitated towards growth and exploration can drive pre-service teachers to harness their potential from the positions as teachers. In light of the results, this paper presents some practical and theoretical implications.

영어초록

While the implementation of AI chatbots, by and large, is gaining immense popularity in numerous sectors, in the fields of pre-service teacher education and research, a chatbot as a learning-to-teach tool to support pre-service teachers’ professional development remains still in its infancy. Along this line, this study expands upon the nascent line of research by delving into pre-service teachers’ experiences of deploying, evaluating and building a chatbot. The interview and questionnaire data from a total of 16 pre-service English teachers with no prior experience with the chatbot development were collected in three different stages of learning: First, through the use of Mitsuku, a conversational chatbot, the participants were offered a chance to gauge the potential of a chatbot as a medium of interactive and participatory language learning.
Second, the participants configured and tested Dialogflow, a chabot API, in order to build task-oriented chatbots. Finally, the participants created chatbots with conversation flow of ordering juice and interviewing students. The findings demonstrate that such hands-on chatbot building experiences that gravitated towards growth and exploration can drive pre-service teachers to harness their potential from the positions as teachers. In light of the results, this paper presents some practical and theoretical implications.

참고자료

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