This study aims to verify the validity of elementary English lesson plans generated by ChatGPT and investigate teachers’ perceptions of the educational utilization of ChatGPT. Fifty elementary teachers participated in the research, and among them, three participants were selected for in-depth interviews. The findings from the collected data, analyzed quantitatively and qualitatively, are as follows: (1) The validity of the ChatGPT-generated lesson plan was high, particularly receiving higher scores in the areas of lesson goals and assessment. (2) Regarding the validity of lesson plans based on teachers’ demographic variables, significant differences were only observed concerning teachers’ final degree and completion program, with no differences found among their gender, teaching and ELT experiences, and experience with using ChatGPT. (3) Regarding teachers’ perceptions of the educational utilization of ChatGPT, generating and translating teaching materials were found to be beneficial to teachers, while writing assistance and feedback provision were considered useful for learners. Conversely, concerns were highest for inaccurate or false information provision, followed by difficulties in plagiarism detection. These results suggest that ChatGPT can be effective in generating elementary English lesson plans, but critical reviews by teachers are essential. Furthermore, enhancing teacher competence through teacher education is crucial for the successful integration of technology into teaching.
Ⅰ. 서론
Ⅱ. 선행연구
Ⅲ. 연구방법
Ⅳ. 연구 결과
Ⅴ. 결론
참고문헌