한국어 교사의 AI 활용 교육 경험에 관한 연구

초록

This study explores Korean language teachers' experiences of using artificial intelligence (AI) in classroom settings, focusing on its uses, possibilities, and limitations. In-depth interviews are conducted with nine Korean language teachers, and the data were analyzed using a phenomenological approach. The findings show that AI is mainly used for supportive tasks such as translation, example generation, and instructional material preparation rather than for overall classroom instruction. Positive experiences include enhanced learner autonomy, improved task performance, increased classroom participation, and reduced preparation burden for teachers. However, challenges such as learner dependence on AI, inaccurate information, assessment difficulties, and concerns about the diminishing role of teachers are also identified. The results suggest that teachers' use of AI is closely related to pedagogical judgment, instructional design and reconstruction, and digital integration and regulation. In addition, constraints on AI use are associated with institutional conditions, including insufficient training, limited educational infrastructure, and lack of collaborative knowledge-sharing opportunities. The study highlights a need to understand AI integration in Korean language education as a process of reconstructing teacher professionalism.

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