The purpose of this study was to investigate how the English speaking ability of Korean EFL college students was affected by their interactions with Talk-to-ChatGPT while taking an ‘English Interview’ class. Thirty pieces of English conversation scripts with thirty chatbot conversations created by five students were collected for analysis. Two online text analysis programs, Quillbot including word counter and grammar checker and T.E.R.A.(Text Ease and Readability Assessor), were used for data analysis. The findings of data analysis revealed that 1) The average length of the sentences and words spoken by the participants has increased through English speaking practice using Talk-to-ChatGPT, and 2) There was no significant change in text ease and readability, and coherence of students’ utterances through English speaking practice using a chatbot while there were differences depending on their English proficiency levels. 3) Students A, B, and D, who had relatively low levels of English proficiency, showed a slight increase in syntactic accuracy and semantic clarity in their English interview practice. Based on the study findings, pedagogical implications for the effective use of AI-based apps or programs in English speaking classes were presented.

In light of the expanding use of technology in education, we attempted to analyze how Korean college students perceived the use of Machine Translation (MT) tools in the classroom. Specifically, this study attempted to explore students’ perceptions of their ability to use MT tools and to measure the reliability of the MT-generated output, along with measuring students’ general sense of confidence in English learning. This research analyzed 183 EFL college students’ responses to an online survey, and a one-way ANOVA was used to test for the differences in the averages of three groups. The results of data analysis revealed that 1) Among beginners, intermediate learners, and advanced learners, those self-identifying as advanced had the highest scores on all the factors measured.; 2) There was a significant mean difference in students’ perceptions of the ability to use MT tools, their beliefs regarding MT’s effectiveness as a learning tool, and affective attitudes towards the use of MT tools between beginner and advanced groups. Based on the findings, pedagogical implications for the effective use of MT tools in the Korean EFL classrooms, and suggestions for future research were presented.

The purpose of this study is to investigate error patterns in EFL college students’ English writing as well as their change over time, based on the teacher’s feedback. In order to accomplish this purpose, two research questions were constructed; first, what are the characteristics of Korean EFL students’ writing based on the maturity of English sentence by the T-unit analysis? Second, what types of error patterns are produced in Korean EFL students’ writing? Also, how do the error patterns change based on the teacher’s feedback over time? The participants were four Korean EFL college students, and they were asked to pre-write, draft, revise and edit until they completed their final draft. The results of pre- and post-writing test were also analyzed. The major findings are as follows: 1) The mean number of T-unit among participants was 42.25 units, and the mean number of words per T-unit was 10.95 words. 2) The most frequently committed errors were found out as lexical and morphological errors. Moreover, the rate of lexical and sentence structure errors has been dropped, whereas the rate of punctuation errors has increased as the teacher’s feedback progressed over time. Pedagogical and practical suggestions are also made on the effective teaching of English writing in Korean classroom settings.