This study analyzes students’ use of ChatGPT prompts to explore its potential as a supplementary feedback tool in English writing classes. Thirty-one pre-service teachers participated and were divided into high, middle, and low groups based on their self-evaluation, standardized test scores, and essay scores prior to receiving ChatGPT feedback. The data sources included their two essays, ChatGPT prompts, questionnaires, and transcripts from the second writing conference. The ChatGPT prompts and questionnaires were analyzed using descriptive statistics, and the writing conference transcripts were examined to understand the participants’ use of prompts. The results showed participants used prompts 40 times in the first assignment and 175 times in the second assignment. The average prompt usage increased from 1.5 times in the first assignment to 6.7 times in the second assignment. In terms of students’ levels, the high group used more prompts (5.58 times) than the middle (5 times) and the low groups (1.75 times). Notably, students who used ChatGPT commands five times or more were mostly from the high and middle groups. Differences in prompt usage patterns were also identified, with the high and middle groups engaging in more continuous and interactive conversations with ChatGPT. Students expressed satisfaction with ChatGPT’s feedback, particularly in vocabulary selection, grammar correction, and sentence generation.

이 연구는 국가 수준 영어 교육과정에서 지도하도록 의도하고 있는 어휘, 문법, 의사소통기능, 내용 요소 등을 아우르고 있는 중학교 영어 교과서의 본문에 대해 질문 중심 하브루타 형식의 토론을 통해 학생들의 이해 수준을 심화하고, 본문의 내용을 확장한 주제로 과정 중심의 영어 작문을 지도했을 때, 영어 쓰기에 대한 학생들의 인식과 자아효능감에 구체적으로 어떠한 영향을 주는지 알아보고자 했다. 이를 위해, 질문 중심의 하브루타와 과정 중심 쓰기 지도 방법에 이론적 토대를 두고 3단계로 설계된 GROWTH라는 수업 모형을 고안했고, 2017년 3월부터 11월까지, 서울 서부에 소재한 중학교 3학년 두 학급의 학생 54명을 대상으로 수업시간 중 해당 수업모형을 적용했다. 수업모형 적용 전후, 설문을 실시한 결과, 해당 수업 모형은 짝‧모둠 중심의 토의·토론에 대한 학생들의 인식에 긍정적인 영향을 주었고, 영어 쓰기에 대한 학생들의 자아효능감을 향상시켰으며, 학생들로 하여금 영어 쓰기를 시도하고 연습하는 것의 중요성을 일깨웠음이 드러났다. 이와 같은 연구 결과는 중학교 수업 현장에서 과정 중심 수행평가의 일환으로 보다 적극적으로 영어 쓰기를 지도할 필요가 있음을 시사한다.

This study explored the effectiveness and second language (L2) writers' perceptions of process-oriented writing, using portfolio-basedinstruction in a secondary English class at general school settings. The participants were 110 high school students enrolled in a private independent school in Gyeonggi. They learned to produce a four-paragraph-English-essay based on the process-oriented writing methodology, keeping a portfolio note for the entire semester. The instructor was a bilingual teacher of English whose native language is Korean. The 17 weeks' records written in the portfolio note were analyzed to portray whether the approaches enhanced overall performance and understandings about essay-writing. Findings revealed that the participants were satisfied with this approach and improved their writing skills using portfolio-based- instruction. For the sake of implementing the new assessment appropriately at public school settings, further studies are suggested to develop how to enhance classroom environment in order to increase the degree of learner-satisfaction in the essay-writing classes.