생성형 인공지능 활용 번역 학습에 대한 베트남인 유학생의 인식과 태도 연구 - P대학 직무한국어번역 전공생을 대상으로 - (A Study on the Perception and Attitude of Vietnamese International Students on Translation Learning Using Generative Artificial Intelligence -Targeting Korean Translation Major Students at P Universit)

서지정보

· 발행기관 : 한국문법교육학회
· 수록지 정보 : 문법 교육 / 52권 / 241 ~ 259페이지
· 저자명 : 황성은

초록

The purpose of this paper is to analyze the perception and attitude of using generative artificial intelligence in academic performance, such as classes and assignments, for Vietnamese international students enrolled in the job Korean translation major at P University. A total of 54 people participated in the survey, and the participants consisted of first-year students majoring in job Korean translation at P University in Daejeon. The survey was conducted on October 29, 2024, with a total of 26 questions, and the results are as follows. First, most of the learners who participated in the survey had experience in translating using generative artificial intelligence such as ChatGPT, and thought that this would induce interest and help in learning Hanbe translation. Second, learners were generally positive about the use of generative artificial intelligence such as ChatGPT for translation learning. He thought that the use of generative artificial intelligence such as ChatGPT could increase the efficiency of translation learning and that he was thinking of using generative artificial intelligence such as ChatGPT to perform tasks in the future. Finally, respondents took a neutral position on translation learning using generative artificial intelligence such as ChatGPT. The following are the suggestions based on the findings of this study. First, it is necessary to give learners awareness that generative artificial intelligence, such as ChatGPT, is a useful tool for translation learning. Second, before teaching learners how to use generative artificial intelligence, such as ChatGPT, teachers must instruct learners to use translators correctly rather than control them in accordance with the changing times, and for this purpose, teachers themselves must become familiar with how to use generative artificial intelligence, such as ChatGPT. Finally, it is necessary to clearly inform learners of the limitations of translation learning using generative artificial intelligence such as ChatGPT.

영어초록

The purpose of this paper is to analyze the perception and attitude of using generative artificial intelligence in academic performance, such as classes and assignments, for Vietnamese international students enrolled in the job Korean translation major at P University. A total of 54 people participated in the survey, and the participants consisted of first-year students majoring in job Korean translation at P University in Daejeon. The survey was conducted on October 29, 2024, with a total of 26 questions, and the results are as follows. First, most of the learners who participated in the survey had experience in translating using generative artificial intelligence such as ChatGPT, and thought that this would induce interest and help in learning Hanbe translation. Second, learners were generally positive about the use of generative artificial intelligence such as ChatGPT for translation learning. He thought that the use of generative artificial intelligence such as ChatGPT could increase the efficiency of translation learning and that he was thinking of using generative artificial intelligence such as ChatGPT to perform tasks in the future. Finally, respondents took a neutral position on translation learning using generative artificial intelligence such as ChatGPT. The following are the suggestions based on the findings of this study. First, it is necessary to give learners awareness that generative artificial intelligence, such as ChatGPT, is a useful tool for translation learning. Second, before teaching learners how to use generative artificial intelligence, such as ChatGPT, teachers must instruct learners to use translators correctly rather than control them in accordance with the changing times, and for this purpose, teachers themselves must become familiar with how to use generative artificial intelligence, such as ChatGPT. Finally, it is necessary to clearly inform learners of the limitations of translation learning using generative artificial intelligence such as ChatGPT.

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