게이미피케이션 기반 AI 챗봇 활용 수업이 초등학생의 영어 말하기 수행 및 정의적 영역에 미치는 영향

This study aims to investigate the effects of Gamification-based artificial intelligence chatbot activities on elementary English learners’ speaking performance and affective domain. To accomplish the purpose, Gamification-based AI chatbot activities were designed and implemented in experimental lessons with the experimental group. The participants were 15 students of grade 6 who performed 3 speaking practice activities and 3 speaking usage activities during experimental lessons. Their performance was, then compared to that of the control group learners. The learners’ speaking performances were recorded and analyzed quantitatively and qualitatively. Their speaking pre/post-test score, and each score of speaking performance during the experimental class were collected and analyzed. Affective aspects were analyzed through survey to assess any differences between the groups or if any changes within the group occurred during the lesson. Semi-structured interview data was also presented to reveal the effects of Gamification-based AI chatbot activity in terms of English speaking, interest, attitude, and confidence. It was found that the Gamification-based AI chatbot activity is effective as English speaking practice and usage to all level learners. Specifically, AI technology seemed to help learners have linguistic awareness and Gamification strategy made learners engaged during tasks. The findings of this study suggest designing classroom-based AI assisted language learning model. Also, more empirical evidence is required through classroom-based action research.