The learning effects of Korean writing through generative AI ChatGPT for Chinese learners

Abstract

Objectives The purpose of this study is to investigate the learning effects of the two methods of learning Korean writing by Chinese advanced-level learners of Korean writing using general Korean writing and generative AI ChatGPT. Methods This study was conducted on 20 Chinese advanced-level learners of Korean and was divided into three stages: planning, writing, and evaluating Korean writing activities using general Korean writing and generative AI ChatGPT. To investigate the learning effects of writing, we examined the writing learning effect after the writing activities and analyzed the differences using the Mann-Whitney U test. For Korean writing using ChatGPT, the learning differences in each stage of planning, writing, and evaluation were analyzed using the Kruskal-Wallis test and Mann-Whitney U test. Results The results of analyzing the learning effects of the two Korean writing methods and the three stages of Korean writing using the ChatGPT did not show any statistically significant differences. However, the interviews showed that most of the learners positively evaluated the learning content, learning flow, self-anxiety, learning efficacy, and learning satisfaction with Korean writing using ChatGPT, and expressed high intentions to use ChatGPT to learn Korean writing in the future. In addition, although the learners responded positively to using ChatGPT in the planning and writing stages, it seemed that it could not replace the teacher’s role because it aimed for more specific points and corrections in the evaluation stage. Conclusions This study suggests that learners can learn to write most effectively by actively utilizing AI ChatGPT in the planning and writing stages of writing and receiving guidance from a teacher in the evaluation stage.