This study explores the effects of a Korean writing class incorporating hybrid feedback from ChatGPT and instructors on Korean for Academic Purposes(KAP) learners' anxiety about and perceptions of instructor feedback. The results showed that learners' perception of feedback quality improved significantly after instruction (t= -2.641, p= .011), whereas their anxiety about instructor feedback decreased, but not significantly. Correlation analysis revealed that anxiety about instructor feedback was negatively correlated with both feedback quality perception and feedback usefulness perception, whereas the two perception measures were positively correlated. Learners also clearly distinguished the roles of ChatGPT and instructor feedback and preferred instructor feedback over ChatGPT feedback.

Abstract
1. 서론
2. 생성형 인공지능 및 교수자의 쓰기 피드백
3. 연구 대상 및 방법
    3.1. 연구 대상
    3.2. 연구 방법
    3.3. 자료 분석 절차
4. 연구 결과
    4.1. 교수자 피드백 불안 및 인식
    4.2. ChatGPT 및 교수자의 혼합 쓰기 피드백에 대한 인식
5. 결론 및 제언
참고문헌

• 이선빈(Assistant Professor, Department of Korean Language and Literature, College of Humanities, Social Sciences and IT, Gyeongkuk National University; 1375 Gyeongdong-ro, Andong-si, Gyeongsangbuk-do, 36729, South Korea) | Seonbin Lee