Abstract
After AI PengTalk was spread in the public education field, various studies have been conducted on the effectiveness of PengTalk in English teaching-learning. However, since previous research cases related to vocabulary learning were insufficient, this study examined the effect of PengTalk-based vocabulary instruction on the change of vocabulary proficiency levels of elementary English learners. The results verified through 14 weeks of experimental classes are summarized as follows. First, in terms of cognitive domain change, both textbook-oriented classes and classes using PengTalk improved students’ vocabulary before and after learning, but there was not a significant difference in improvement between textbook-oriented classes and classes using PengTalk. As a result of comparing the degree of change in students’ pre and post-vocabulary tests, positive improvement was confirmed, but this did not show statistically significant results. Second, according to the learner’s impression, 81% of students responded positively in terms of interest and the usefulness of vocabulary learning when using PengTalk. Students could feel the intrinsic motivation they felt as they passed through the learning stage, and it could be assumed that they responded positively because they could also get external motivation for learning English in the process of collecting tuna cans, the concept of PengTalk, and decorating characters.
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