생성형 AI 활용 영어수업에서초등학생의 프롬프트 사용과 리터러시 특성 연구 (Exploring primary EFL learners’ prompt use and literacy in English classes utilizing generative AI)

서지정보

· 발행기관 : 한국초등영어교육학회
· 수록지 정보 : 초등영어교육 / 30권 / 4호 / 101 ~ 125페이지
· 저자명 : 김솔

초록

This study investigated the characteristics of young EFL learners who exhibited advanced prompt literacy when working with generative AI. It explored how elementary students crafted and refined prompts to create images for specific conversation contexts. Twenty-two third-grade learners participated in a semester-long project in 2024. The data included students’ hand-drawn sketches of conversation scenes, crafted prompts, AI-generated images, final artworks, learning logs, and teaching journals. The data were analyzed both quantitatively and qualitatively using a content analysis. The results revealed that students created prompts an average of 3.89 times. However, they used identical prompts 1.47 times, resulting in original prompt usage of 2.42 times. The percentage of students using identical prompts was notably high at 25.7%. Additionally, three notable characteristics were observed among students with advanced prompt literacy: context interpretation, prompt refinement, and critical thinking. Students who clearly understood the context were able to create prompts rich in context. Critically examining AI output, these students iteratively improved their prompts for better results. This study adds empirical evidence on how EFL learners creatively express their ideas in English conversation contexts by using digital devices. It advocates for pedagogical implications for cultivating prompt literacy in futuristic primary English education.

영어초록

This study investigated the characteristics of young EFL learners who exhibited advanced prompt literacy when working with generative AI. It explored how elementary students crafted and refined prompts to create images for specific conversation contexts. Twenty-two third-grade learners participated in a semester-long project in 2024. The data included students’ hand-drawn sketches of conversation scenes, crafted prompts, AI-generated images, final artworks, learning logs, and teaching journals. The data were analyzed both quantitatively and qualitatively using a content analysis. The results revealed that students created prompts an average of 3.89 times. However, they used identical prompts 1.47 times, resulting in original prompt usage of 2.42 times. The percentage of students using identical prompts was notably high at 25.7%. Additionally, three notable characteristics were observed among students with advanced prompt literacy: context interpretation, prompt refinement, and critical thinking. Students who clearly understood the context were able to create prompts rich in context. Critically examining AI output, these students iteratively improved their prompts for better results. This study adds empirical evidence on how EFL learners creatively express their ideas in English conversation contexts by using digital devices. It advocates for pedagogical implications for cultivating prompt literacy in futuristic primary English education.

참고자료

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