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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 23, No. 0, pp.741-767
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 30 Jan 2023
Received 18 Aug 2023 Revised 16 Sep 2023 Accepted 18 Sep 2023
DOI: https://doi.org/10.15738/kjell.23..202309.741

ChatGPT와 Google Bard를 활용한 Critical-PBLL 중심 대학영어 개발과 적용

김미경
초당대학교
Towards a Critical-PBLL utilizing ChatGPT and Google Bard within college English education
Kim, Mi Kyong
Assistant Professor, Chodang University, Tel: 061 450-1614 mikyongkim@cdu.ac.kr


© 2023 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

In alignment with the increasing importance of critical thinking skills and the transformative potential of text-based generative AI as educational tools within Project-Based Language Learning, this study aims to develop and explore a Critical-PBLL framework utilizing ChatGPT and Google Bard. This encompasses a comprehensive understanding of students' English learning experiences by implementing this framework over a six-week period, embedded into a college English class. The study involved a total of 20 students divided into four groups. Data from five sources, including 16 post-questionnaires, 16 reflection notes, 4 sets of group journals, 4 sets of group Social Network Service (SNS) communications, and 13 interviews, were analyzed. The findings of the study revealed that students had positive English learning experiences in various aspects: Constructing knowledge related to project topics and the English language; promoting reflective thinking; engaging in playful learning; and recognizing the teacher's role as a facilitator. On the other hand, students also reported negative learning experiences: Overreliance on ChatGPT and Google Bard, leading to reduced discussions; initial learning anxiety due to unfamiliarity with prompt literacy and critical thinking-based tasks; and technical limitations associated with ChatGPT. Some pedagogical implications include the collaborative development of prompt literacy guidelines with learners; the active utilization of English outputs generated by ChatGPT and Google Bard as valuable language learning resources within language learning models; and the collaborative establishment of guidelines with learners for the appropriate use of ChatGPT and Google Bard.

Keywords:

Critical-PBLL, ChatGPT, Google Bard, knowledge construction, reflective thinking skills, prompt literacy, playful learning, teacher as facilitator

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