Learners’ Experiences with Artificial Intelligence (AI) Chatbot for Korean Grammar Education - A Focus on Usage Patterns and Perception

다국어 초록 (Multilingual Abstract)

This study investigated the usage patterns and perceptions of normative grammar education in the Seoul National University, ETRI/TutorousLabs, and the Timbel Collaboration Project. Two types of chatbots were developed: a Q&A chatbot with students initiating questions and a system-driven chatbot with the chatbot initiating questions. Convenience sampling was employed to recruit 62 middle school students for the survey, which covered aspects such as frequency, style, usefulness, technical affordances, pedagogical affordances, social affordances, attitude, preference, and overall impression. Usefulness and attitude were scored on a 5-point Likert scale, whereas other items involved multiple-choice and open-ended questions. The findings were as follows: chatbots were used 1-2 times per week for less than 10 minutes. Several questions were of the “what” type, focusing on orthography areas at home or school for review purposes. Students rated the accessibility and knowledge improvement highly, with no reported anxiety about chatbot use. However, the ratings were relatively low for personalization, recommendations, and openness. Regarding attitude, there was a strong belief in knowledge improvement and a weak inclination to continue use. Regarding preferences, orthography and the Q&A chatbots were dominant. Finally, this study provides insights into the development, application, and research on chatbots in educational contexts.