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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp.355-376
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 12 Mar 2022 Revised 15 Apr 2022 Accepted 27 Apr 2022
DOI: https://doi.org/10.15738/kjell.22..202204.355

A Study on the Use of AI-based Learning Programs by EFL Students with Different Types of Teacher Support

Hea-Suk Kim ; Na-Young Kim ; Yoonjung Cha
(1st author) Professor, Institute for General Education, Seoul Women’s Univ. shskim@swu.ac.kr
(corresponding author) Professor, Dept. of General Education, Sehan Univ. nykim@sehan.ac.kr
(corresponding author) Professor, Peace and Liberal Arts College, Hanshin Univ. yjcha@hs.ac.kr


© 2022 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

The purpose of this study was to investigate the impact of teacher support and its role on students’ self-regulated learning in an online English learning environment. One hundred and twenty-one participants registered for online TOEIC classes during the fall semester of 2021. Students in the classes were required to use the AI-based TOEIC program for the whole semester. They were randomly divided into three different teacher support groups: cognitive, emotional, and autonomy. To examine how each type of teacher support can be effective for online TOEIC classes, participants took pre- and post-tests that consisted of vocabulary and grammar. Also, students conducted two questionnaires including self-regulated learning and their perceptions toward using the online program. Regarding the pre- and post-tests, the findings indicated that significant differences were found in all teacher support groups for vocabulary, but mixed results were found in terms of grammar. In fact, there was no significant difference among the three teacher support groups. In terms of self-regulated learning, there were significant differences between the pre- and post-questionnaires for both the cognitive and autonomy groups, but not for the emotional support group. Furthermore, no significant differences were discovered based on the different types of teacher support provided. However, when it came to students’ perceptions of an AI-based online English learning program, there were significant differences in all items across the three teacher support groups. The findings are used to suggest pedagogical implications and future research.

Keywords:

teacher support, cognitive, emotional, autonomy, AI-based TOEIC program, online learning, perception, grammar, vocabulary

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