This study investigated the relationships among learners’ perceptions of AI chatbot use, self-directed learning, and self-efficacy in an interview English course utilizing ChatGPT, and explored the educational implications of generative AI-based instructional design. The course was redesigned around AI tools and implemented in a cyclical structure consisting of model answer generation, instructor feedback, and speaking practice. Answer sharing through Padlet and TTS-based pronunciation practice were also incorporated. Survey data from 49 out of 63 enrolled students majoring in Airline Cabin Service were analyzed. The results indicated that learners perceived the AI chatbot as practically helpful for organizing interview responses and preparing for speaking tasks, with generally high levels of positive responses across related items. Experiences of adjusting question difficulty through prompting and generating responses were associated with increased learning efficacy and speaking confidence. Subcomponents of self-directed learning and self-efficacy showed significant correlations with perceptions of AI chatbot use, and regression analysis revealed that the model including these two variables significantly explained learners’ perceptions of AI use. This study shows that systematically integrating generative AI with instructor feedback can enhance learners’ self-directedness, self-efficacy, and speaking confidence, suggesting the value of positioning AI as a structured learning partner in speaking-focused courses.

I. 서론
II. 이론적 배경
    1. 생성형 AI 챗봇 활용에 대한 인식
    2. 자기주도학습
    3. 자기효능감
III. 연구 방법
    1. 연구 배경과 참여자
    2. 연구 과정
IV. 연구 결과 및 논의
    1. AI 챗봇 활용 수업의 경험과 인식
    2. AI 챗봇 활용 인식, 자기주도학습, 자기효능감의 상관관계와 영향
V. 결론 및 제언
참고문헌

• 김정현(인하공업전문대학) | Kim Junghyun