본 연구는 생성형 AI의 일종인 GPTs를 활용하여 중국어 회화 교육의 혁신적인 방안을 제시하였다. 특히 실시간 피드백과 개별화된 학습 환경을 통해 학습자의 자 기주도적 학습을 효과적으로 지원하는 방안을 탐구하였다. GPTs의 음성 분석 및 피 드백 기능은 발음, 성조, 억양과 같은 음성학적 요소의 교정에서 뛰어난 효과를 보였 으며, 학습자들은 실시간 피드백을 통해 자신의 오류를 즉각적으로 인지하고 수정할 수 있었다. 교재와의 연계성을 강화하고 실제적인 의사소통 상황을 반영한 GPTs 기 반 학습 시스템은 교실 수업과 자기주도학습의 효과적인 통합을 이끌어냈으며, 이를 통해 교수자의 역할이 지식 전달자에서 학습 촉진자로 변화하면서 중국어 회화 교육 의 새로운 가능성을 제시하였다.

Intermediate Chinese Conversation is an elective course offered by the Department of Chinese Studies for second- and third-year students at our university. It aims to help students learn basic sentence structures and grammar, familiarize them with intermediate-level Chinese conversational expressions, and naturally engage in everyday Chinese conversations. Most class activities involve speaking, but there are difficulties, such as students being relatively passive in class and not actively presenting. Using class models presented in previous literature, the present study develops a problem design, teaching-learning activity design, process evaluation, and outcome evaluation for Intermediate Chinese Conversation. By applying this design in class, this study identifies the differences between the traditional lecture-centered method used before and the new teaching method used after four weeks. It shows that the latter method — PBL helps students learn Chinese conversation more effectively. In conclusion, this study effectively tackles two issues: First, it encourages students to adopt an active learning attitude. Students who were previously not interested in Chinese conversation classes and were left out began to take interest in the class using the PBL method. Second, it helped enhance students’ problem-solving ability. Through group activities, students collaborated with each other, reaffirmed the value of working together, and sufficiently solved the problems given to them.

The purpose of this study is to investigate university students’ perceptions on their English conversation classes taught by native English speakers. Its focus is on finding out how well the students understand and how actively they participate in class, what causes difficulty in their understanding or participation in class, and whether their class helps them in terms of affective aspects and English skills. A survey was conducted on a total of 465 university students in Korea, and the collected data were analyzed to compute basic descriptive and inferential statistics. Some of the important findings are 1) over 50% of the students understand their classes well; 2) a little over 30% actively participate in class; 3) about 30~50% of the students perceive their class help them affectively; and 4) about 50% of the students perceive their class help them improve their English skills in general. These results are discussed along with other findings related to the causes of the difficulties that the students experienced. Suggestions are provided on the basis of the results and their implications.