ChatGPT 활용 수업이 고등학생들의영어 읽기 성취도와 영어 학습에 대한 인식에 미치는 영향

초록

This study explored the impact of ChatGPT-assisted English instruction on high school students’ reading achievement and their perceptions of English learning. Fifty-six first-year high school students from two classes participated in the study over five weeks (20 class sessions) during one semester. Working in small groups, students collaboratively generated, shared, and reviewed ChatGPT-based questions related to reading comprehension, vocabulary, and grammar, providing explanations and peer feedback. Results from a paired-samples t-test indicated a statistically significant decrease in students’ English reading achievement after the intervention. Further analysis by proficiency level revealed that both high- and mid-level students showed significant declines, while low-level students exhibited no change. In contrast, analyses of pre- and post-survey data on students’ perceptions demonstrated a statistically significant increase in interest and confidence toward both English learning and reading, with the effect being particularly notable among mid-level learners. Post-study reflections suggested that students generally perceived the ChatGPT-integrated learning activities positively, although some reported technical challenges. These findings warrant further investigation into the cognitive and affective outcomes of integrating ChatGPT into English language instruction.

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