Reconsidering Grammar Instruction in the Age of Generative AI: Teachers’ Perceptions Across Instructional Contexts

초록

This study explores experienced teachers’ perceptions of grammar instruction across multiple instructional contexts in Korea, focusing on its positioning within curriculum design, instructional practice, and assessment. Drawing on data from a qualitative survey of twelve educators—four middle school teachers, four high school teachers (with balanced representation of L1 Korean and L2 English teachers at each level), and four university-level Korean as a Second Language (KSL) instructors—the study provides an interpretive account of how grammar is understood and enacted across educational settings. Findings reveal that grammar remains a central and indispensable component of language education, consistently framed as a systematic foundation for linguistic comprehension and accuracy. Nevertheless, grammar instruction is mediated by enduring institutional constraints and contextual pressures. Importantly, from an interpretive perspective, teachers’ reflections suggest that the emergence of generative AI does not render grammatical knowledge obsolete. Rather, grammar assumes a transformed role: it functions as a critical analytic tool for interpreting, evaluating, and validating AI-generated language. These findings underscore the need to reconceptualize grammar education not as a diminishing skill in the age of AI, but as an essential component of critical language awareness within rapidly evolving technological environments.

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