AI 번역을 활용한 학습자 중심 영미문학 수업에서의 핵심역량 함양에 대한 학습자 인식 연구

A Study on Learners' Perceptions of Core Competency Development in AI-assisted Learner-centered English Literature Classes

This study investigates how high school students perceive the development of core competencies, as outlined in the 2015 revised English curriculum, through learner- centered English literature classes that utilize AI-based machine translation. The study involved 153 senior high school students in Gwangju, South Korea, who participated in a 9-week English literature course. Data were collected through surveys and analyzed using both quantitative and qualitative methods. The findings reveal that learners perceived significant improvements in all four core competencies: English communication, self-management, community, and knowledge information processing. Notably, community and knowledge information processing competencies each showed statistically higher achievement compared to English communication and self-management competencies. The study also found no significant differences in the learners’ perceptions of competency across different English proficiency levels except for knowledge information processing. Qualitative analysis indicated overall positive perceptions of the course; the majority of students found it highly engaging and enjoyable, with additional responses of increased creativity and imagination. The research suggests that learner-centered English literature education using AI translation tools can effectively foster core competencies regardless of students' English proficiency. This approach shows promise in developing not only language skills but also higher-order thinking abilities and socio-cultural understanding.