생성형 AI, 글쓰기의 동반자일까 방해물일까: ChatGPT를 활용한 교육 현장 실험 = Generative AI: A Writing Companion or a Hindrance?

국문 초록 (Abstract)

이 연구는 인간 사용자와 상호작용을 할 수 있도록 설계된 대화 시스템인 챗봇(chatbot)의 한 종류인 ChatGPT를 논증적 글쓰기 과정에 접목하였을 때 나타나는 영향력을 파악하고자 하였다. 그동안 여러 연구에서 논증적 글쓰기에 생성형 인공지능을 활용하는 방안에 관하여 긍정적인 기대감과 우려를 내보였다. 이 연구에서는 혼합 연구 방법을 사용하여 ChatGPT를 보조 도구로 활용하여 논증적 글쓰기를 하였을 때 유의미한 변화가 나타나는지 추적하였고, 학생들이 ChatGPT의 활용 경험을 통해 느낀 장점과 어려움이 무엇인지 탐구하였다. 대체로 학습자는 표면적인 언어 문제, 브레인스토밍, 근거 찾기에 ChatGPT가 도움이 된다고 인식하였으나, 비판적 사고력이나 근본적인 쓰기 역량이 오히려 퇴행할 수 있다는 염려를 하였다. 쓰기 교육에서의 ChatGPT 활용 양상 분석이 미약하나마 향후 수업 전략 및 수업 설계와 실천으로 이어지는 하나의 초석이 되기를 소망한다.

다국어 초록 (Multilingual Abstract)

This study aims to examine the impact of integrating ChatGPT—a large language model designed to interact with human users—into the argumentative writing process. Previous studies have highlighted both optimism and concerns regarding the use of generative AI in this context. The present study employs a mixed-methods approach to assess whether using ChatGPT as a supportive tool significantly changes the writing process. It also explores students’ perceptions of the advantages and challenges associated with using ChatGPT based on their direct experiences. Overall, students reported that ChatGPT was beneficial in addressing surface-level language issues, facilitating brainstorming, and aiding in the search for supporting evidence. However, they also expressed concerns that relying on the tool could impede critical thinking and core writing skills. Although research on the integration of ChatGPT in writing instruction is in its nascent stages, this study provides foundational evidence for future instructional strategies, course design, and pedagogical practices.

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