한국어 학습자의 쓰기 과정에서 생성형 AI 활용 양상 분석

초록

This study aims to analyze how foreign Korean language learners utilize generative AI in university writing classes and, based on this, to derive implications for AI-integrated writing education. Data were collected from 18 foreign Korean language learners through class observations, assignments, AI conversation records, and interview materials, and AI usage patterns were analyzed across four dimensions according to Hutson’s (2025) theoretical framework. The findings revealed that in the content generation dimension, learners either creatively reconstructed or selectively adopted AI suggestions. In the structural support dimension, AI use was limited mainly to micro-level editing rather than overall organization. In the creative support dimension, frequent adjustments of style, tone, and expression, as well as text integration for coherence, were observed, although heavy AI dependency was also evident. In the analytical contribution dimension, learners used AI for self-checking and error recognition, but their metacognitive reflection and independent decision-making remained insufficient. Based on these findings, this study proposes a triangular collaborative structure among teachers, learners, and AI, along with explicit training to strengthen learners’ critical and autonomous writing abilities and to promote ethical AI use in Korean writing education.

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