ChatGPT를 활용한 과업 중심 영어 쓰기 활동이 예비 영어교사의 글쓰기 수행과 인식 변화에 미치는 영향

초록

This study investigates the effects of ChatGPT-integrated Task-Based Language Teaching (TBLT) on preservice English teachers’ writing performance and perceptions. While generative artificial intelligence (GAI) has emerged as a transformative tool in language education, empirical evidence regarding its integration with specific pedagogical models like TBLT remains limited. Employing a mixed-methods research design, this study examined whether GAI-supported writing tasks lead to measurable improvements in writing outcomes and how learners perceive this instructional approach. Data were collected from preservice teachers through pre- and post-writing assessments, pre- and post-perception surveys, and semi-structured interviews to capture learner experiences. Results showed significant improvements in writing, especially in content and accuracy. Survey findings also indicated positive changes in perceptions, supporting the high acceptance of ChatGPT as an instructional tool. Qualitative data from the interviews corroborated these findings, illustrating how ChatGPT functioned as an interactive scaffold that reduced psychological barriers, increased confidence, and promoted learner autonomy throughout the writing process. These findings suggest that integrating ChatGPT into TBLT can effectively enhance writing performance and foster positive professional perceptions among preservice teachers. This study provides empirical support for incorporating GAI into English teacher education and offers practical implications for designing effective GAI-integrated writing pedagogy in teacher education contexts.

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