The purpose of this study is to examine learners’ perceptions of AI-based machine translation (MT) in high school ‘Reading British and American Literature’ classes. This research explored how students perceived the impact of MT on their class participation, learning motivation, confidence in English use, and improvement in English ability. The study also examined how the effectiveness of MT use differed according to students’ English proficiency levels. A total of 153 third-year students participated in a nine-week English literature course. Data were collected through an online survey and statistically analyzed. The findings reveal that students showed positive perceptions regarding class participation, learning motivation, confidence in English use, and improvement in English ability. Notably, participation in the English literature classes using AI-based MT was significantly higher than that in other English classes. Analysis by English proficiency levels showed no significant differences in class participation and affective factors (learning motivation and confidence). However, lower-proficiency learners perceived greater improvement in English proficiency compared to higher-proficiency learners. These results suggest that incorporating AI-based MT in English literature classes can create an inclusive learning environment that supports learners across different proficiency levels, particularly benefiting lower-proficiency students in terms of improvement in English ability.

I. 서론
II. 문헌 연구
    1. 기계 번역 사용에 대한 학습자 인식 연구
    2. 텍스트 비교 분석을 통한 기계 번역 효과 연구
    3. 기계 번역 사용의 영어 능력 향상에 대한 연구
III. 연구 방법
    1. 연구 참여자
    2. 수업 자료
    3. 수업 절차
    4. 연구 도구
    5. 분석 방법
IV. 연구 결과 및 논의
    1. 기계 번역 활용 영미문학 수업에 대한 학습자 인식
    2. 영어 능숙도에 따른 기계 번역 서비스 활용의 효과
V. 결론
참고문헌

• 천혁진(전남대학교사범대학부설고등학교) | Cheon Hyeok-Jin