AI 활용 영어 수업 및 평가에 대한 초등교사의 인식 및 정책 요구 분석: 중요도-수행도 분석을 중심으로

Elementary School English Teachers’ Perceptions and Policy Needs for AI-integrated Instruction and Assessment: Focusing on Importance-Performance Analysis

The purpose of this study is empirically to examine elementary English teachers’ perceptions and practical needs regarding AI-integrated instruction and assessment through a survey of 37 teachers using Importance-Performance Analysis(IPA). Results show that AI is widely used in instructional design, with over 90% adoption, mainly via the Google educational ecosystem. While instructional practices are stable, assessment areas-such as automated scoring, portfolios, and data-driven feedback-show significant gaps between importance and implementation. Key barriers include a lack of validated, subject-specific resources and limited professional development. The study recommends shifting AI policy from tool distribution to improving assessment reliability, developing subject-specific materials, and reinforcing teacher-in-the-loop systems to preserve pedagogical authority.