챗GPT를 활용한 초등 6학년 영어교육의 연역적, 귀납적 어휘학습 효과 비교

Abstract

Objectives The purposes of this study is to compare deductive and inductive vocabulary instructional effects on 6th graders’ uptakes by investigating the immediate post effects and their intakes (retention) by looking into the delayed post effets.
 Methods To this end, two experimental groups of two deductive (53 students) and two inductive (51 students) learning classes are selected out of 10 different classes based on their statistical homogenuity of the pre-test. After instruction, an immediate-post vocabulary test is given to two groups of students to find out the uptakes of the instruction. Three weeks after the immediate post-test, a delayed-post vocabulary test is given to two groups of students to find out the intakes or retention of the instruction.In addition, a quetionnaire on English vocabulary learning experiences and method is surveyed on the students before and after the intruction.
 Results The findings of the study is that deductive vocabulary instruction is significatly higher in uptakes, but the deductive group did not retain the significant difference as their intakes. However the pre/post comparison of each instructional group showed that both deductive and inductive learning are effective to 6th grade elementary students. The survey shows that students considers the vocabulary instruction using ChatGPT as positive experiences.
 Conclusions Compared to the previous studies, the current study shows a promising prospect on English instruction using ChatGPT to motivate students’ English learning. The current study also provides the feasibility that ChatGPT can facilitate teachers’ feedback on students’ English learning by analizing their errors and difficulties.