AI 펭톡 활용 초등 3학년 느린 학습자 개별화 읽기 지도 실행연구

An action research study on individualized reading instruction for slow learners using AI PengTalk

This action research explores the impact of AI PengTalk on English reading skills and affective development among third-grade slow learners in a Korean EFL context. Reading competence is a crucial foundation for early English learning, yet slow learners often require explicit guidance in letter recognition, phonemic awareness, and basic word reading, as well as support for affective factors such as confidence and motivation. To address these needs, four third-grade students identified as slow learners through teacher evaluations participated in the study. A three-cycle action research model was employed, consisting of planning, implementation, observation, and reflection. Quantitative data were collected from pre- and post-assessments of letter recognition accuracy, phonemic awareness, and word reading ability. Qualitative data came from classroom observations, student diaries, teacher logs, and interviews with the students, parents, and homeroom teachers. Findings revealed that AI PengTalk lessons enhanced learners’ letter recognition, phonemic awareness, and word reading performance. Learners also reported greater interest, confidence, and motivation, while some experienced reduced anxiety, reflecting positive affective outcomes. Overall, the study suggests that AI PengTalk can serve as an effective tool to promote both cognitive and affective development in primary English reading instruction for slow learners.