This study examines the integration of ChatGPT into an advanced Korean course in a U.S university context, with a focus on its instructional design and classroom implementation. Over a semester, eighteen students used ChatGPT as a supplementary tool within process-oriented writing tasks. Survey data were used to examine learners’ responses to this instructional use of ChatGPT. The results indicate that students perceived ChatGPT as particularly helpful for grammatical corrections and receiving immediate feedback. Learners who recognized its benefits reported a positive impact on the usefulness of feedback, their writing development, and interest in future AI use. However, concerns about over-reliance, ethical issues, and occasional inaccuracies were also noted. By situating ChatGPT within a specific instructional context, this study highlights both the perceived benefits and limitations of AI-assisted writing in Korean language education. This study also offers practical guidance for educators, including structured stages for AI application in writing, usage guidelines, assessment criteria, and sample prompts. Finally, it emphasizes a balanced approach in which AI complements, not replaces, teacher feedback to maintain quality through professional judgment.

This meta-analysis synthesizes evidence on the effects of ChatGPT-assisted instruction on English writing in Korean EFL contexts. A systematic search in RISS yielded 401 records; after screening under PRISMA procedures, 12 studies reporting writing outcomes were included and analyzed. Effect sizes were computed as Hedges’ g and pooled using random-effects models. The random-effects mean indicated a medium-tolarge improvement in writing (g = 0.6867). Mixed-effects subgroup analyses detected no statistically significant differences by experimental design (pre-experimental vs. quasiexperimental), educational level (tertiary vs. secondary), or region (metropolitan vs. others). Meta-regression trends for duration (weeks, positive) and weekly intensity (sessions/week, negative) were suggestive but not statistically significant. Overall, ChatGPT-supported writing instruction yields meaningful gains and shows consistent effects at both secondary and tertiary levels; in practice, it is well suited to complement teacher feedback. Future studies should expand samples in secondary and nonmetropolitan settings and employ stronger designs to clarify how duration and intensity shape outcomes.

This qualitative study explores how fifth-grade elementary school students experience AI-based feedback in English writing. Two students participated in writing activities and received feedback from ChatGPT. Data were collected from observation logs, drafts, reflection journals, and interviews over several weeks. The analysis focused on participants’ perceptions, cognitive/meta-cognitive and affective responses, and the impact of feedback on revision. Results indicate AI-based feedback is helpful, clear, and supports self-directed learning, increasing motivation and confidence. Effective classroom use requires instructional sequences integrating AI feedback with teacher facilitation, including drafting, feedback reception, revision, and reflection stages. Teacher training should prepare educators to manage AI tools effectively and foster students’ self-regulation. Teacher-led research and collaboration can enhance AI feedback integration, ensuring meaningful learning experiences for young EFL learners. These findings provide foundational insights for developing personalized feedback systems and instructional models combining technological innovation and pedagogy, supporting young learners’ growth as confident and autonomous writers.

This study investigates how artificial intelligence (AI)-generated and instructor-provided feedback interact within process-based, collaborative EFL writing to influence learners’ affective engagement, motivation, self-efficacy, and attitude toward writing. Semistructured group interviews with nine pre-service English teachers were analyzed using NVivo 14. Among the three categories, attitude, encompassing both positive and negative factors, was the most frequently observed, followed by self-efficacy and motivation. Positive attitude was linked to the convenience, immediacy, and personalization of AI feedback, and to the collaborative course design that supported iterative revision and peer learning. Negative attitude reflected concerns about AI overreliance, inaccuracies, and limited contextual appropriateness, particularly in ESPfocused writing. Regarding self-efficacy, instructor feedback provided deep, contextaware guidance, whereas AI feedback offered rapid, mechanical accuracy and motivational support. Confidence improved through safer drafting, metacognitive insight, and gradual mastery of AI utilization skills. Motivation was reinforced by the process-oriented structure, targeted instructor feedback, collaborative activities, and peer support that fostered engagement and improvement.

漢字, 수천 년의 역사를 가진 이 문자 체계는 중화 문화의 보물일 뿐만 아니라 전 세계 화인 커뮤니티의 중요한 연결 고리입니다. 그러나 비화어 학생들에게 있어 한자의 복잡한 필획과 구조는 종종 중국어 학습에 큰 도전이 됩니다. 이들 학생은 한자 인식, 쓰기 및 이해에서 많은 어려움을 겪을 수 있으며, 이는 그들의 중국어 학습 진행을 방해하고 중화 문화에 대한 흥미와 열정을 약화시킬 수 있습니다. 이러한 도전을 극복하고 비화어 학생들의 중국어 학습에 대한 흥미와 효과를 높이기 위해 본 논문은 한자 변천 표상을 통합한 혁신적인 한자 교수 전략을 제안합니다. 이 전략은 사례 연구 방법에 기반하여 흥미로운 교수 활동과 실용적인 학습 도구를 결합하였습니다. 본 연구에서 는 협력 교사의 교수 요구를 바탕으로 중화 전통 문화를 배경으로 한 한자 교안을 설계하였으며, 여기에는 갑골문과 전서 등의 문자 변천 과정이 포함됩니다. 연구자는 이 교수 전략이 학생들이 한자의 기원과 발전을 이해하는 데 도움을 줄 뿐만 아니라, 한자가 지닌 독특한 깊은 문화적 배경을 느낄 수 있도록 하기를 기대합니다. 또한 연구자는 다양한 연구 도구를 활용하여, 수업 관찰, 교사와 학생 인터뷰 및 학습 결과 반성표 등을 통해 학생들이 한자를 학습하는 과정에서의 성과와 감정을 종합적으로 이해하고자 하였습니다. 이 연구를 통해 연구자는 비화어 학생들이 한자의 필획과 부수에 대한 이해를 심화하고, 한자 쓰기 능력을 향상시키며, 한자 학습에 대한 자신감을 강화할 수 있기를 기대합니다. 이러한 기초 위에, 연구자는 비화어 학생들에게 한자를 가르치는 효과적인 방법과 전략을 정리하여, 한자 교수 분야에 새로운 아이디어와 방법을 제공하고, 전 세계적으로 중국어 제2언어 교육의 보급 및 발전을 촉진하기를 바랍니다.

This study investigates how AI feedback learning activities in English writing classes affect university students’ English achievement and writing motivation. It examines both cognitive and affective outcomes in EFL contexts using generative AI tools such as ChatGPT. A total of 244 first-year university students completed four writing tasks incorporating AI feedback during the revision process. Pre- and post-tests were conducted along with the Oxford Placement Test (Syndicate, 2001) and a modified version of Payne’s (2012) Academic Writing Motivation Questionnaire. Quantitative analyses revealed significant improvement in English achievement and three motivational subcomponents—enjoyment, recognition, and effort—while instrumentality showed no significant change. Qualitative analysis of open-ended questionnaire responses indicated that students valued AI feedback for error detection, coherence, and self-directed learning, yet recognized limitations such as unnatural expressions, misinterpretations, and overreliance on AI. The findings highlight the importance of AI literacy and propose a hybrid feedback model integrating AI and teacher guidance to enhance learner autonomy and writing competence.

This preliminary study examined how a professional development (PD) program supported Korean EFL teachers in integrating generative artificial intelligence (GenAI) into collaborative reading and writing instruction. Fifteen in-service secondary school teachers participated in an 11-session PD program that introduced GenAI-supported instructional models and guided teachers to adapt them through micro-teaching, reflection, and classroom application. Data were collected through pre- and postintervention surveys and three rounds of reflective journals. Quantitative findings revealed no significant improvement in perceived ease of using GenAI for collaborative reading. However, teachers reported significantly greater ease of use in collaborative writing, presentation, and form-focused instruction (FFI). Qualitative results identified recurring challenges—such as role imbalance, copy-and-paste reliance, and lack of scaffolding—which prompted teachers to revise the pre-existing instructional models into more structured ones (e.g., Expert Jigsaw Reading, role-based writing cycles). The findings demonstrate how PD programs can develop teacher agency by translating abstract GenAI principles into classroom-ready, pedagogically sustainable practices.

This study empirically investigates the causal relationships among learners’ perceptions of QuillBot effectiveness, learner autonomy, and writing anxiety in an EFL context. QuillBot, an AI-assisted writing tool providing paraphrasing and grammar-checking functions, was selected as the primary tool for student revision. Fifty-six undergraduate students majoring in Aviation Maintenance participated. Three instruments were employed to measure the constructs: learners’ perceived effectiveness of QuillBot, L2 writing autonomy, and L2 writing anxiety. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicate that students’ perceptions of QuillBot effectiveness positively influence writing autonomy, which in turn significantly reduces writing anxiety, while perceived effectiveness did not have a significant direct effect on writing anxiety. The findings suggest that perceiving QuillBot as an effective tool enhances learners’ control over their writing, highlighting the mediating role of learner autonomy in AI-assisted L2 writing. The results provide practical implications for integrating AI-assisted writing tools into L2 instruction to foster learner autonomy and reduce writing anxiety.

This study investigates how writing tasks in 10th-grade English textbooks in South Korea have evolved across six national curricula, from the 5th to the 2022 Revised Curriculum, excluding the 2009 Revised Curriculum, which did not mandate the use of textbooks for this grade level. The study examined writing tasks from 16 textbooks, analyzing their instructional focus, the integration of pre-, while-, and post-writing components, degree of collaboration, and genre distribution. The findings indicate a gradual shift from sentence-level, language-focused tasks to paragraph-level, meaningmaking tasks. Process-oriented elements, particularly pre- and post-writing components, have become more common, though post-writing activities remain limited to peer review. The provision of paragraph skeletons has increased over time. Peer-based collaboration has increased, but group writing tasks have nearly disappeared. Genre coverage has broadened over time, yet expository writing continues to dominate. This study underscores the importance of continued attention to how writing is represented in instructional materials to support more pedagogically informed L2 writing instruction.

본 연구는 한국어를 모국어로 하는 학습자의 인도네시아어 쓰기 자료 를 분석하여 중간언어(interlanguage)에 나타나는 문법, 통사, 어휘 오류 의 유형과 원인을 규명하였다. 연구 대상은 사이버대학교 중급 수준의 학습자 67명이며, 동일 주제로 작성된 작문 과제를 기반으로 오류 분석 을 실시하였다. 오류는 문법적 오류(시제 부사, 전치사, 대명사), 통사적 오류(주어·대명사 오용, 어순, 부정문 구성), 어휘적 오류(철자, 날짜 표 현, 대소문자 표기)로 분류되었다. 오류의 주요 원인은 한국어 구조의 부 정확한 전이, 목표어 규칙의 불완전한 내면화, 음운·표기 습관 등으로 나 타났다. 특히 의미 충돌을 유발하는 시제 부사의 병치, 전치사 누락, 고 유명사의 소문자 표기 등은 중간언어 발달 특성을 반영한다. 분석 결과 는 반복적 피드백, 대조언어적 접근법, 자동화 기반 오류 진단 도구의 활 용 가능성을 시사한다. 본 연구는 온라인 외국어 교육 환경에서 중간언 어 분석이 가지는 이론적·실천적 가치에 주목하며, 향후 교수법 개선 및 학습자 맞춤형 교육 설계에 기여할 수 있다.

Background: With rapid advances in digital technology, tablet PC use among university students has increased significantly. While convenient, prolonged use often causes neck and shoulder discomfort due to poor posture, such as forward head posture and rounded shoulders. Although students commonly use tablets for writing, there is limited research on head movements during these tasks. Objects: To compare frontal plane head movements and tablet tilt angles between college students with and without neck pain during tablet PC use. Methods: Participants were divided into two groups based on neck pain presence (neck pain group and no pain group). Each participant sat at a table, adjusted the tablet stand angle independently, and placed the tablet accordingly. Participants wore earphones and dictated English sentences to ensure focused handwriting and the evaluator recorded all process. These video recordings of handwriting sessions were analyzed for frontal plane head movements using Kinovea software. The Wilcoxon signed-rank test was applied to reveal the group differences in tablet tilt angle, total head movement (THM), horizontal head movement (HHM), and vertical head movement (VHM). Results: There were no significant differences between the neck pain and no neck pain groups in tablet tilt angle or HHM (p > 0.05). In contrast, the neck pain group exhibited significantly greater THM (p < 0.001) and VHM (p < 0.01). Conclusion: The findings of this study indicate no significant relationship between neck pain and tablet tilt angle or HHM, but a significant association with increased VHM and THM. These findings provide basic knowledge for understanding movement patterns in individuals with neck pain.

This study examines the significance of commemorative texts(gimun) in architectural history not only as records of facts but also as expressions of subjectivity. It further situates them within the cultural contexts of architectural understanding and appreciation, and, as a preliminary attempt, investigates the writing contexts and architectural descriptive tendencies of the commemorative texts included in Lee Saek’s Mogeunjib. For this purpose, it explores the essence and development of commemorative texts as a literary style based on factuality with added argumentation, and provides an overview of Lee Saek’s life and Mogeunjib in order to prepare the background for the analysis of the commemorative texts. An examination of the seventy-four commemorative texts contained in Lee Saek’s Mogeunjib reveals the dynamics of commemorative texts based on requests and the conditions of writing, in which he obtained materials from a distance without visiting the sites. Even in commemorative texts dealing with architecture, Lee Saek did not consistently include architectural content, sometimes omitting it considerably and at other times writing in exceptional detail. This variation is understood as depending on the purposes of the requests. Architectural descriptions were not taken as an essential premise, but were utilized as much as necessary according to the purposes of the request.

이 연구는 간호학과 2학년 학습자(147명)를 대상으로 소논문 형식의 ‘학술 보고서’ 쓰기 수업 운영 사례를 분석한 후 문제점과 개선점을 논의 해 교육 방안 및 방향을 제시한 데 의의가 있다. 우선 전체 수업(82%), 과목 추천(94%), 교수자 첨삭(94%), 교재 개발⋅편찬(82%)에 만족하였으 므로 성공적이다. 그러나 조별 활동(78%), 발표와 토론(74%), 동료 첨삭 (70%)에 비교적 만족하였으므로 수정⋅보완해야 한다. 특히 학습자 100%가 글쓰기⋅발표와 토론에 자신이 없고, 92%가 논증문⋅주장문 쓰 기에 자신이 없다고 하였으므로 디지털 세대의 특성과 4⋅5차 산업혁명 시대적 요구사항을 반영하여 국어과 교육과정을 개선⋅개편을 제안한다. 개선점은 수강 인원을 현행 35-40명 내외에서 20-30명으로 축소해야 하 고, 현행 2학점 2시수를 3학점 3시수로 조정해야 한다. 또한 현행 교양 선택 과목에서 교양 필수과목으로 지정해야 하고, 비교과 글쓰기 기초반 및 글쓰기 교정 센터를 개설⋅운영해야 한다.

본 연구는 Deepseek와 ChatGPT가 중국 대학 한국어 학습자들의 쓰 기 텍스트에 대해 제공하는 피드백 양상을 살피고, AI 피드백의 활용 방 안을 모색하는 데 목적이 있다. 이를 위해 한국어 학습자 30명을 대상으 로 쓰기 텍스트를 수집하고, 두 도구가 텍스트에 대해 제공한 피드백을 분석하였다. 분석 결과, 두 도구 모두 평가 기준에 기반하여 피드백을 제 공하고, 학습자가 수용하기 쉽도록 문제점과 개선 방향을 명확하게 제시 하였다. 대부분의 피드백은 정확도가 높은 편이었으나, 평가 범주와 오류 유형이 부합하지 않는 경우도 일부 나타나고 있었고, 특히 Deepseek의 경우 쓰기 주제를 잘못 파악하여 내용적 측면에서 부적절한 피드백을 제 공한 사례가 많았다. 두 도구 모두 쓰기 텍스트의 내용에 따라 피드백을 제공하여 우선순위는 두드러지지 않았고, Deepseek가 ChatGPT에 비해 지지적인 어조를 더 많이 사용하는 것으로 나타났다. 본 연구는 생성형 AI를 활용한 한국어 교육 및 연구를 위해 기초적인 자료로 사용할 수 있 을 것이다.

본 고는 송대 문인들의 선진시기 금문과 각독에 대한 인식에 대한 논고이다. 특히 양송(兩宋)시대에 금석(金石) 연구가 활발 해지면서 송나라 사람들은 수많은 새로운 금석 자료들과 직면 하였다. 그러나 금문과 고문, 대전과 주문, 소전, 주조된 금문과 새긴 금문, 과두문 등 문자학과 서예에 관련된 내용들이 혼용 되거나 잘못 인식되었다. 본 논문에서는 이처럼 혼용되거나 잘 못 인식된 내용을 명확 하게 구분하고 이들의 차이점을 정리함을 목적으로 하였다. 그 러므로 예를 들어 금문의 주조하거나 새기는 과정과 특징을 기 술하였고, 각독을 서사하는 방식과 특징을 명확하게 구분 정리 하였다. 또한 고문(古文)과 금문, 전서, 대전, 주문, 소전 등의 서체에 대한 용어를 명확하게 제시하여 송대 문인들의 인식하 는 애용을 비판적으로 조망하였다. 결과적으로 본 논문은 서사 재료의 관점에서 시작하여 송나 라 사람들의 금문 필법에 대한 평가 기준과 미적 취향을 살펴 보고 이를 복원하여 판각된 고서에서 금문의 미학 원리와 규칙 및 미학적 함의 등을 심도 있게 탐구하였다.

Chinese character writing is one of learning difficulties for Korean learners of Chinese as a second language. There are not many studies on the stroke writing of Chinese characters by Korean learners of Chinese as a second language. Based on the elementary handwritten Chinese characters in the “Chinese Proficiency Grading Standards for International Chinese Language Education”, this paper conducts a stroke analysis, and combines the whole-process interlanguage character database and the interlanguage text corpus of international students to conduct an investigation, and explores the problems existing in the Chinese character strokes of Korean learners of Chinese as a second language. The research results show that elementary handwritten Chinese characters with 7 strokes or less account for 60% among elementary handwritten Chinese characters, and these Chinese characters are easy for learners to acquire. The error rate of Chinese characters with 1-7 strokes is 2.8%, while the error rate of Chinese characters with 8-14 strokes is 6.4%. The error rate of Chinese characters with 8-14 strokes is significantly higher than that of Chinese characters with 1-7 strokes. This paper analyzes the causes of the writing problems and puts forward suggestions for teaching character strokes, hoping to provide effective help for teachers, thus helping to improve the Chinese character writing level of Korean learners of Chinese as a second language.

This study investigates the conversation strategies that Korean middle school English learners employ when interacting with AI-based writing tutor chatbots. A total of 79 eighth-grade students at a middle school in Seoul engaged in English process writing tasks with ChatGPT API-powered writing tutor chatbots, composing an argumentative and an expository essay. Their dialogues during the pre-writing and drafting stages were analyzed using content analysis, with a focus on linguistic modification strategies within situated writing contexts. The results reveal that learners actively interacted with the AI writing tutor chatbots, employing various strategies to refine chatbot responses, clarify misunderstandings, and negotiate meaning. These strategies demonstrated both backward- and forward-oriented approaches, allowing students to iteratively improve their writing through dynamic interaction. Based on these findings, the study provides pedagogical recommendations for optimizing AI chatbot-mediated conversations in L2 English writing instruction.

The purpose of this paper is to investigate the effects of students’ peer feedback in collaborative English writing of general English classes. For this reason, online pre-and post-surveys were conducted on 33 students enrolled in D University in Chuncheongnam-do. The study results showed that in terms of the affective aspects of peer feedback, the burden of providing feedback, anxiety about English proficiency and negative feedback, and discomfort with negative feedback decreased. At the same time, the perceived usefulness of peer feedback increased. However, cooperation and responsibility, trust in peer feedback, motivation, and the burden of interaction did not show statistically significant differences. In addition, students mentioned that they benefited from peer feedback in the order of grammar, text structure, and vocabulary. As positive aspects, they highlighted objectivity, assistance in English learning, and increased confidence. On the other hand, they pointed out their discomfort in giving feedback due to their low English proficiency and the possibility of providing incorrect information. Based on the results, several implications are discussed.

이 논문은 S대학교 ‘사고와 글쓰기’ 교과에서 AI 자동 피드백 프로그 램 키위(KEEwi)를 활용한 수업 사례를 분석하고 그것이 지닌 효과와 한 계에 관해 탐색할 것을 목적으로 한다. 먼저 2장에서는 AI 자동 피드백 프로그램의 동향과 원리를 살펴보고 3장에서는 키위 프로그램을 활용한 수업 운영과 구체적 사례에 관해 설명하였다. 4장에서는 설문조사 분석 을 통한 학습자들의 프로그램 만족도와 교육 효과 및 한계에 관해 논의 하였다. 그 결과 이 프로그램은 즉각적이고 반복적인 피드백을 통해 학 습자의 학습 능률을 향상시킬 뿐 아니라 수업에 대한 흥미를 유발하여 글쓰기 역량을 강화하는 데 긍정적인 영향을 끼치는 것으로 드러났다. 또한 교수자에게는 글쓰기 교육의 보조 도구이자 협력자로 기능하며 학 습자 중심의 피드백 환경을 조성하는 데 기여하는 것으로 파악된다. 그 러나 키위 엔진은 완전한 대체 도구가 아니며 자체적인 오류와 문제를 가지고 있어 절대적인 평가 지표로 활용하는 것에는 한계가 있음이 확인 되었다. 이러한 연구는 대학 글쓰기 교양수업에서 AI 자동 피드백 프로 그램이 학습자와 교수자에게 끼치는 영향과 그 한계를 파악하는 데 도움 이 되리라 생각한다.