대학 글쓰기 교육에서 생성형 AI 활용의 일례: 실용문 고쳐쓰기를 통해 살펴본 학습자의 인식과 활용 양상을 중심으로

초록

The recent rapid proliferation of generative artificial intelligence (GAI) is bringing about significant changes not only to human creative activities but also to university writing education as a whole. Above all, the use of generative AI by learners in the process of university writing has become commonplace. Consequently, active discussions and research are underway in the field of university writing education regarding how to utilize this technology educationally and, in principle, prohibit its use. In this study, a survey and an analysis of writing assignments by text type were conducted on 63 students enrolled in the [Practical Writing] course at G University in Gyeongnam during the second semester of the 2025 academic year. Learners were instructed to write various practical texts directly during class time without the use of generative AI and submit them via the LMS, allowing them to utilize generative AI only during the revision stage. Through this process, this study explored learners' perceptions of generative AI and the educational potential of its use. Furthermore, it compared and analyzed the frequency and methods of generative AI utilization and changes in learners' perceptions during the revision process for each text type. The study results confirmed that learners generally perceive generative AI as a useful auxiliary tool during the revision stage. They showed a tendency to utilize generative AI at a relatively high rate during this phase. However, while the duration of AI usage varied by text type, it generally remained short-term, lasting less than 20 minutes, and differences in final satisfaction with the output were also observed. In particular, satisfaction with the effectiveness of AI was high during the revision of writing requiring structural clarity, whereas a relatively cautious attitude toward AI use was observed in writing where creativity or the expression of personal emotions is important. These results suggest that an educational model utilizing generative AI restrictively during the revision stage, premised on the learner's independent thinking, is more valid than indiscriminately applying it to the entire writing process. This is because it can serve as a method to prevent the "outsourcing of thinking."

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