2022 개정 영어과 교육과정의 구현: 중학교 1학년 영어 교과서의단원 구성, 디지털 리터러시, 자기 주도적 학습 분석

초록

This study examines how the 2022 Revised English Curriculum’s core goals—digital literacy and self-directed learning—are implemented in the 2025 edition of first-year middle school English textbooks in South Korea. To ascertain whether the revised curriculum’s emphasis on personalized, AI-supported instruction, project-based learning, and integrated digital tools is reflected in textbook design, five nationally approved textbooks were analyzed across three dimensions: (1) unit structure and organization, (2) incorporation of digital literacy elements such as QR codes, multimedia, and online platforms, and (3) provision of support for learner autonomy through repeated listening prompts, self-assessment, and differentiated activities. The analysis reveals that while all textbooks share a general structure combining integrated language skill activities with project tasks, their pedagogical orientations diverge: some have adopted a theme-based structure, whereas others have retained skill-based formats. As for digital literacy, although digital resources are consistently accessible via QR codes, their depth of integration varies considerably, and AI-driven feedback functions are absent. In terms of learner autonomy, only a limited number of textbooks provide explicit opportunities for choice or scaffolds for self-regulated learning. These findings suggest a partial but uneven realization of curriculum intention and thus a need for stronger alignment between curriculum goals and textbook design by expanding functional digital integration beyond basic access.

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