Purpose: This study aims to examine the effect of 'debate education using generative artificial intelligence (AI)' on 'debate efficacy' targeting elementary school students in the 5th and 6th grades. Through this, we aim to provide valuable information on debate classes using generative AI to field teachers and researchers in debate-related studies. This study aimed to provide students with a positive communication experience by allowing them to articulate their arguments, engage with peers, and persuade others. Additionally, it sought to serve as a foundation for fostering students' collaborative communication skills and digital language literacy. Furthermore, in alignment with the introduction of the “Media” domain in the 2022 Revised Korean Language Education Curriculum, this study aimed to offer pedagogical implications for teachers regarding debate education using generative AI. Lastly, it sought to expand the scope of Korean language education by preparing students to actively adapt to the rapidly evolving communication environment of the future society. Methods: To achieve this, a triangulation study combining quantitative and qualitative research methods was conducted. The quantitative research compared and analyzed the pre-post debate self-efficacy of the participants, while the qualitative research explored the effects of debate classes using generative AI by analyzing portfolios generated by the participants. Descriptive statistics and the Wilcoxon signed-rank test were used to analyze quantitative data. As some of the response data from the participants did not satisfy the assumption of normality, the pre-and post-test changes in debate efficacy among the participants were analyzed using a nonparametric Wilcoxon signed- rank test (p<.05). The reliability of this study was verified through Cronbach’s ⍺ value. Portfolio analysis was employed for the qualitative data analysis. Results: The “Debate Self-Efficacy” of the participants was measured pre- and post-intervention using the Wilcoxon Signed-Rank Test. The results showed a significant improvement in all subcomponents of debate self-efficacy, including Emotional Self-Efficacy, Cognitive Self-Efficacy, and Social Self-Efficacy. In particular, significant improvements were observed in the components of Emotional Self-Efficacy, namely ‘expectation,’ ‘persistence,’ and ‘emotion regulation.’ Furthermore, the analysis of portfolios composed of activity sheets developed for this study revealed that engaging in debate activities using Generative AI positively enhanced the debate self-efficacy of the participants. Conclusion: This study demonstrates through action research and empirical analysis that Korean language debate classes utilizing generative AI are effective in enhancing students' debate efficacy. This study hopes to serve as a stepping stone for fostering Inclusivity and enhancing Communication Competence among learners, thereby contributing to the strengthening of their Debate Self-Efficacy. Furthermore, it is expected that this research will contribute to the activation of Debate Education Using Generative AI in school.

대통령 배우자의 역할 논쟁은 사적이면서 동시에 공적인 정체성을 지 니는 대통령 배우자의 특성으로 인해 체계적인 연구는 물론 담론 형성에 서도 많은 난관에 봉착한다. 본 연구는 대통령 배우자 관련 기존 문헌연 구를 통해 대통령 배우자의 역할 논쟁이 그 정체성을 규정하는 접근으로 부터 시작된다고 설명한다. 대통령 배우자의 공적 정체성에 무게를 둔다 면 그 역할도 제도화되어야 하며, 선출되거나 위임된 공적 권력이 없는 대통령의 배우자로 인식한다면 그 역할은 최소화되어야 한다. 다른 한편 결혼 여부를 떠나 한 독립적 개인으로 인식한다면 공적인 역할 논쟁에서 벗어나되 고위 공직자의 가족이라는 범주에서 책임성을 확보하는 문제에 주목해야 한다. 본 연구는 대통령 배우자의 역할에 관한 학술적 논의를 진전하기 위해서, 대통령 “배우자”로서의 사적 존재, “대통령실의 일부” 인 공적 존재, 그리고 결혼이라는 요소를 배제한 한 개인으로서의 “독립 적 주체”로 보는 세 가지 시각을 제안하였다. 이를 토대로 독립적 주체 로 바라보되 사적, 공적 책무성을 통합적으로 담아내는 ‘독립적/통합적 (independent/integrative)’ 역할 구분을 구체적으로 담아내는 사회적 담론 형성과 제도적 보완에 대한 전문적인 논의가 필요하다.

It could be said that the Korean Church has improved through continuous diverse debates and division in its history. The debate in Korean Church history has begun after missionaries who came in early Korean Church history, so that it became different denominations. It my theses, I will study the diverse debate forms in the history of the Korean Church. For this, I will divide the Korean Church history in several periods according to the most important events. The first period is the 1910's in this period the Korean Church was established. The second period is 1930's, where there was theological debate between conservative theologies and liberal theologies. The third period is 1950's, when the Korean Presbyterian Church began to divide. The fourth period is 1970's: in this period there was a lot of debate over indigenization and 'Minjung' theology and also the conservative theology which made the churches grow. The final period is 1990's, in this period, conservative theologians and church leaders made super-size churches expel two liberal theologians who tried to establish the Korean theology in a Korean context. In my thesis, I will study the debate forms of each period and transitional phases in Korean Church history. It would not be possible, of course, to study all the denominations of the Korean Church. Therefore, I will research the Korean Methodist Church and the Korean Presbyterian Church, as the Korean Methodist Church has been in existence since the arrival of early missionaries who first came to Korea and also the Korean Presbyterian Church which has been most divided of the different denominations in Korean Church history. It could be helpful to find the new way of mission for unity and forgiveness in Korean church history.