The purpose of this study was to investigate how the English speaking ability of Korean EFL college students was affected by their interactions with Talk-to-ChatGPT while taking an ‘English Interview’ class. Thirty pieces of English conversation scripts with thirty chatbot conversations created by five students were collected for analysis. Two online text analysis programs, Quillbot including word counter and grammar checker and T.E.R.A.(Text Ease and Readability Assessor), were used for data analysis. The findings of data analysis revealed that 1) The average length of the sentences and words spoken by the participants has increased through English speaking practice using Talk-to-ChatGPT, and 2) There was no significant change in text ease and readability, and coherence of students’ utterances through English speaking practice using a chatbot while there were differences depending on their English proficiency levels. 3) Students A, B, and D, who had relatively low levels of English proficiency, showed a slight increase in syntactic accuracy and semantic clarity in their English interview practice. Based on the study findings, pedagogical implications for the effective use of AI-based apps or programs in English speaking classes were presented.

I. 연구의 필요성 및 목적
II. 이론적 배경
    1. 영어 말하기 수업에서의 인공지능기술 활용
    2. 챗봇 활용 영어 말하기 평가 및 학습
III. 연구방법
    1. 참여 학생 및 분석 대상
    2. 수업의 절차 및 자료의 수집
    3. 자료의 분석
Ⅳ. 분석 결과
    1. AI챗봇과의 영어 면접에서 학습자 발화 텍스트의 문장 및 단어 길이
    2. AI챗봇과의 영어 면접에서 학습자 발화 텍스트의 이독성 및 응집력
    3. AI챗봇과의 영어 면접에서 학습자 발화 텍스트의 정확성 및 명확성
V. 결론 및 제언
참고문헌

• 백지연(교수, 서원대학교 사범대학 영어교육과) | Baek Ji-Yeon