대학 교양 영어 독해 수업에서 클래스팅 AI를 활용한 독해-작문 연계 수업 사례연구

초록

This study investigates the pedagogical potential and practical application of integrating an AI-powered EdTech platform, Classting, into a university liberal arts English reading course. Rather than focusing on quantitative performance metrics, this research qualitatively analyzes the instructional process and experiences of 21 university students over 15 weeks, using surveys, learning log data, student artifacts, and the instructor’s reflective journals. The core implementation featured two AI tools: 'Jello,' an AI teaching assistant for post-reading quizzes, and an AI English writing assistant for connected composition tasks. The results suggest that the AI-generated quizzes supported self-directed learning through immediate, individualized feedback while lessening the instructor's assessment burden. Furthermore, the AI writing assistant effectively alleviated the psychological barriers of English composition, helping students transfer the vocabulary and conceptual knowledge gained from reading into coherent writing. Although technical challenges such as word count restrictions and algorithmic inconsistencies in grading were noted, the study suggests that AI can successfully automate repetitive evaluation tasks. Consequently, this automation allows instructors to reallocate their time toward higher-order critical thinking and meaningful classroom interactions, showing that AI can extend professional instructional capacities in general education.

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