AI 기반 영어 발표 학습활동이 메타인지 전략에 미치는 영향

The impact of AI-based English presentation learning activities on metacognitive strategies

This purpose of the study is to examine the effect of AI-based English presentation learning activities on students’ metacognitive strategies. A total of 60 first-year students enrolled at D University in Chungcheong Province engaged in English presentation tasks using AI-based learning activities. The students used AI in the process of preparing for English presentations and completed four English presentation tasks. For the study, pre- and post-surveys related to metacognitive strategies and two English presentation tests were administered. The results indicated that learners’ English presentation ability improved after participating in AI-based learning activities. Overall metacognitive strategy use showed a significant increase with significant gains in planning, monitoring, and evaluating strategies, but not in problem-solving. Students also reported positive experiences, noting improvements in pronunciation accuracy, tone, speaking fluency, and confidence, as well as increased opportunities for independent learning. However, some concerns were raised regarding the reliability of AI feedback and the unnatural pronunciation or intonation compared to native speakers. One pedagogical implication of this study is that explicit instruction should be provided to promote the use of a range of metacognitive strategies, and that speaking tasks appropriate to learners’ English proficiency levels should be designed to ensure the effectiveness of AI-based activities.