AI 번역기의 활용이 초등학생의 영어 어휘능력과 정의적 영역에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the effects of translation activities on the vocabulary abilities and affective domains of elementary English learners. The participants were 45 fourth-grade students. They were divided into two groups who participated in the same learning program: an experimental group which used AI-based translation and a control group which took the same classes without using AI-based translation. Vocabulary tests and a survey on affective domains were conducted to obtain data. The test results were analyzed using independent sample- and paired sample t-tests. The results are as follows: Firstly, the use of translators did not foster the enhancement of English vocabulary learning of elementary learners. Secondly, activities utilizing translators did not significantly contribute to the improvement of the affective domains of elementary learners. Based on the results of this study, the following implications and suggestions for further research are proposed. First, it is necessary to provide guidance on utilizing translators for younger learners. Additionally, it would be meaningful to investigate whether the effects obtained using translation tools vary according to proficiency levels and apply these findings to classroom instruction. Subsequent research is expected to broaden the scope of participants and duration, and implement qualitative research to provide practical ways to apply translation tools in school settings.

목차 (Table of Contents)

• I. 서론
• II. 이론적 배경
• III. 연구 방법
• IV. 연구 결과 및 논의
• V. 결론 및 제언
• 참고문헌