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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp.1121-1147
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 27 Aug 2024 Revised 23 Sep 2024 Accepted 25 Oct 2024
DOI: https://doi.org/10.15738/kjell.24..202410.1121

생성형 AI 포털 뤼튼을 활용한 초등영어 쓰기 수업의 효과 및 개선

정서현 ; 안경자
서울홍제초등학교
서울교육대학교
Effectiveness and improvement strategies of elementary English writing lessons using the Generative AI Portal WRTN
Seohyun Jeong ; Kyungja Ahn
(1st author) Teacher, Seoul Hongje Elementary School, Tel: 02-396-7235 jshyun84@sen.go.kr
(corresponding author) Professor, Dept. of English Education, Seoul National University of Education, Tel: 02-3475-2565 kjahn@snue.ac.kr


© 2024 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

This study aims to investigate the impact of teaching English writing using the Generative AI Portal WRTN on elementary learners’ writing abilities and affective domain. Additionally, it explores the challenges learners face during lessons and the strategies implemented to overcome these difficulties. The analyses were also conducted based on students’ writing levels. A total of 41 sixth-grade students from two classes participated in eight writing lessons over four months. The data included an initial student information survey, pre- and post-writing tests, pre-and post-affective-domain surveys, student logs, student interviews, and a teacher journal. The data were analyzed using both quantitative and qualitative methods within a mixed-methods approach. The major findings are as follows: (1) The English lessons utilizing the generative AI WRTN had positive effects on learners’ English writing achievement, particularly in free-writing tasks. (2) The lessons contributed to improvements in students’ interest, motivation, confidence, and anxiety related to English writing, with variations observed across different writing skills and affective factors depending on students’ writing levels. (3) Learners faced distinct challenges according to their writing levels. Higher-level students struggled with time management, which was mitigated by pre-class preparation of the AI tool. Intermediate-level students had difficulty understanding the AI’s feedback on complex grammatical issues, which was resolved by adjusting the difficulty level of the responses. Lower-level students experienced challenges in selecting appropriate vocabulary, which was addressed through teacher guidance and modified AI commands. The study provides significant implications for integrating generative AI into English writing instruction.

Keywords:

generative AI, WRTN, ChatGPT, primary school English, writing instruction, primary school English learners

Acknowledgments

This paper is based on the first author’s master’s thesis.

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