영어수업을 위한 초등 예비교사들의 생성형 인공지능 활용 역량 탐색

Investigating pre-service elementary teachers' competencies in utilizing generative artificial intelligence technology for English instruction

This study examines the implementation and outcomes of a four-week project-based learning (PBL) program designed to enhance participants’ understanding of generative AI tools and their application in teaching English to elementary-level students. Through hands-on engagement, 62 pre-service teachers explored various AI-driven technologies and integrated them into the development of innovative teaching materials. Specifically, participants created instructional video materials for teaching receptive skills using generative AI technologies and provided reflections on their experiences and perceptions of AI integration. The findings indicate that most pre-service teachers had limited prior experience in designing English teaching materials using digital tools. However, after participating in the program, they perceived a significant improvement in their digital competence and AI application skills. The results confirm that their self-assessed ability to develop and utilize AI-powered digital media significantly increased after participating in this study. Furthermore, this enhancement in digital technology competence was consistent across genders, with no significant differences observed. Among the generative AI tools used in the program, pre-service teachers found AI-powered music generation tools (e.g., Suno) and video creation tools (e.g., Vrew and Canva) to be the most beneficial for developing English instructional materials.