Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
권호 표지
DOI QR코드

DOI QR Code

A Study on the Use of Artificial Intelligence Chatbots for Improving English Grammar Skills

영어 문법 실력 향상을 위한 인공지능 챗봇 활용에 관한 연구

  • Kim, Na-Young (Department of General Education, Sehan University)
  • Received : 2019.05.28
  • Accepted : 2019.08.20
  • Published : 2019.08.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to explore the effects of the use of artificial intelligence chatbots on improving Korean college students' English grammar skills. 70 undergraduate students participated in the present study. They were taking a General English class offered by a university in Korea. There were two groups in this study. Participants in the chatbot group consisted of 36 students while those in the human group were 34. Over 16 weeks, the chatbot group engaged in ten chat sessions with a chatbot while the human group had a chat with a human chat partner. Both pre- and post-tests were performed to examine changes in the participants' grammar skills over time. To compare the improvement between the two groups, an independent t-test was then run. Main findings are as follows: First, participants in both groups significantly improved their English grammar skills, indicating the beneficial effects of engaging in chat. Also, there was a statistically significant difference in the improvement between the chatbot and human groups, indicating the superior effects of the chatbot use. This study confirmed the improved grammar skills by the participants in the chatbot group, comparison with those in the human group. Based on these findings, suggestions for the future chatbot study are discussed.

본 연구는 인공지능 챗봇을 활용한 채팅 활동이 국내 대학생의 영어 문법 능력 향상에 미치는 영향을 조사한 것으로, 챗봇과의 채팅을 통해 실험 참가자의 영어 문법 능력이 실제로 상승하는지에 대한 여부를 알아보는 데 그 목적이 있다. 총 16주 동안 70명의 참가자가 챗봇 그룹과 인간 그룹으로 나뉘어 본 연구에 참여하였고, 참여인원은 각각 36명, 34명이었다. 챗봇 그룹은 수업시간에 배운 내용을 주제로 챗봇과의 채팅에 참여하였고, 인간 그룹은 같은 반 학생들끼리 짝지어 채팅을 진행하였다. 채팅 활동의 효과를 파악하기 위하여 본 연구 시작 전과 종료 후, 사전 사후 영어 문법 시험을 실시하였고, 그룹 간 비교를 위하여 독립표본 t검증을 실시하였다. 주요 결과 및 시사점은 다음과 같다. 사전 사후 평가 분석 결과, 두 그룹 모두에서 영어 문법 능력이 유의미하게 상승한 것으로 나타나 채팅 활동의 효과를 증명하였다. 문법 능력 상승에 대한 그룹 간 차이 역시 통계적으로 유의미한 것으로 밝혀져 국내 영어 교육에 있어서 챗봇의 긍정적인 역할을 확인하였다. 본 연구는 영어 문법 능력 향상을 위한 인공지능 챗봇 활용에 대한 시사점을 제시하는데 그 의의를 갖는다.

Keywords

References

  1. B. A. Shawar & E. Atwell. (2007). Fostering language learner autonomy via adaptive conversation tutors. Proceedings from the Fourth Corpus Linguistics Conference. Birmingham, UK. Retrieved from https://pdfs.semanticscholar.org/c90e/f2c705e3d12df2eafe1413f8b9c80cb86176.pdf?_ga=2.243671942.2046966757.1564375418-2016076917.1544237463
  2. N. Y. Kim. (2017). A study on different types of speech acts in voice-chat between EFL students and a chatbot. Studies in English Education, 22(3), 81-109. DOI: https://doi.org/10.22275/see.22.3.04
  3. L. Fryer & R. Carpenter. (2006). Bots as language learning tools. Language, Learning & Technology, 10(3), 8-14. Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/44068/1/10_03_emerging.pdf
  4. Y. Wang. (2004). Distance language learning: Interactivity and fourth-generation Internet-based videoconferencing. CALICO Journal, 21(2), 373- 395. DOI: https://doi.org/10.1558/cj.v21i2.373-395
  5. L. Williams & R. A. van Compernolle. (2009). The Chatbot as a peer/tool for learners of French. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 145-172). San Marcos, Texas: CALICO. Retrieved from https://www.researchgate.net/publication/266216566_The_chatbot_as_a_peertool_for_learners_of_French
  6. J. Jia. (2009). CSIEC: A computer assisted English learning chatbot based on textual knowledge and reasoning. Knowledge-Based Systems, 22(4), 249- 255. DOI: https://doi.org/10.1016/j.knosys.2008.09.001
  7. N. Y. Kim. (2016). Effects of voice chat on EFL learners' speaking ability according to proficiency levels. Multimedia-Assisted Language Learning, 19(4), 63-88. DOI: https://doi.org/10.18095/meeso.2017.18.1.03
  8. Y. S. Kim. (2001). A survey study of US EFL teachers in Korea. In D. E. Shaffer (Ed.), Proceedings of the 9th Korea TESOL International Conference (pp. 173-185). Seoul, Korea. Retrieved from https://koreatesol.org/sites/default/files/pdf_publications/KTJ12-1web.pdf
  9. D. Kang. (2017). EFL learner and teacher beliefs about grammar learning in Korea. English Teaching, 72(2), 51-69. DOI: http://doi.org/10.15858/engtea.72.2.201706.51
  10. J. Hsu. (2018). App roundup: Four AI chatbots, from good to possibly evil. Retrieved from https://citrusbits.com/four-ai-chatbots-roundup/
  11. N. Y. Kim. (2016). Effects of different voice-chat conditions on Korean EFL learners' speaking ability, oral interaction, and affective factors. Unpublished doctoral dissertation, Ewha Womans University, Korea. Retrieved from http://www.riss.kr/search/detail/DetailView.do?p_mat_type=be54d9b8bc7cdb09&control_no=5c015045733c3fc6ffe0bdc3ef48d419
  12. J. I. Han & N. Y. Kim. (2016). The effects of post-task CMC activities and task types on Korean EFL learners' oral performance. STEM Journal, 17(2), 105-131. DOI: https://doi.org/10.16875/stem.2016.17.2.107
  13. D. Gonzalez. (2003). Teaching and learning through chat: A taxonomy of educational chat for EFL/ESL. Teaching English with Technology, 3(4), 57-69. Retrieved from http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-176e6886-2cb5-4ec2-b202-5323a4d89ed0
  14. I. C. Choi. (2008). The impact of EFL testing on EFL education in Korea. Language Testing, 25(1), 39-62. DOI: https://doi.org/10.1177/0265532207083744
  15. I. C. Choi., & Y. Moon. (2018). A comparability study of two standardized English as a foreign language tests. Language Research, 54(2), 277-329. DOI: https://doi.org/10.30961/lr.2018.54.2.277
  16. P. Chandrayan. (2019, April 15). Understanding AI chatbots, challenges, opportunities, and beyond. Toward Data Science. Retrieved from https://towardsdatascience.com/
  17. R. McGrath. (2018, April 22). How to increase conversions by personalizing your chatbot. Chatbots Magazine. Retrieved from https://chatbotsmagazine.com/
  18. M. Alemi, A. Meghdari & M. Ghazisaedy. (2014). Employing humanoid robots for teaching English language in Iranian junior high-schools. International Journal of Humanoid Robotics, 11(3), 1-25. DOI: https://doi.org/10.1142/s0219843614500224
  19. Y. C. Sun & F. Y. Yang. (2015). I help, therefore, I learn: Service learning on Web 2.0 in an EFL speaking class. Computer-Assisted Language Learning, 28(3), 202-219. DOI: https://doi.org/10.1080/09588221.2013.818555
  20. J. Tian & Y. Wang. (2010). Taking language learning outside the classroom: Learners' perspectives of eTandem learning via Skype. Innovation in Language Learning and Teaching, 4(3), 181-197. DOI: https://doi.org/10.1080/17501229.2010.513443
  21. N. Y. Kim. (2018). A study on chatbots for developing Korean college students' English listening and reading skills. Journal of Digital Convergence, 16(8), 19-26. DOI: https://doi.org/10.14400/JDC.2018.16.8.019
  22. S. Lee, H. Noh, J. Lee, K. Lee, G. G. Lee, S. Sagong & M. Kim (2011). On the effectiveness of robot-assisted language learning. ReCALL, 23(1), 25-58. DOI: https://doi.org/10.1017/s0958344010000273
  23. E. M. Brooks. (2018). Incorporating pop culture in formal and informal learning environments for L2 students. The TFLTA Journal, 7, 29-37. Retrieved from http://www.tflta.org/uploads/1/0/6/9/10696220/tfltajournal2018.pdf