AI와 영어교육(한수미 저) 주요 내용

In the Artificial Intelligence (AI) era, while some question the necessity of English, it remains vital for global communication, business, research, and international relations. English is essential for Korean companies to compete in international markets and for individuals aiming for global careers or studies abroad. English proficiency is crucial for effective global networking and collaboration, contributing not only to personal growth but also to national economic and cultural competitiveness. In this context, English for Specific Purposes (ESP), a specialized area within English language education that focuses on teaching English tailored to the specific needs of learners in particular professions or academic fields, has played a significant role in industry-specific professional education, helping to build key competencies for global collaboration and research (Paltridge & Starfield, 2013). 

Furthermore, learning a foreign language such as English goes beyond mere language acquisition; it enhances social and cognitive flexibility and fosters creative thinking. First, learning English can expose learners to diverse cultural contexts, helping them understand both the language and the cultural perspectives associated with it (Hong, Morris, Chiu, & Benet-Martínez, 2000). Second, bilingualism—the ability to use two languages proficiently—offers cognitive advantages of learning more than one language, including improved social understanding, memory, and metalinguistic awareness (Akhtar & Menjivar, 2012; Bialystok, Craik, & Luk, 2012). Despite the advancements in AI tools for translation and communication, these cognitive benefits derived from learning a foreign language cannot be replicated by AI alone. To maximize the cognitive benefits of foreign language learning, a blended approach that integrates AI tools into the classroom is necessary. At the same time, active human interaction and critical thinking exercises should remain a core component. While AI can provide convenience, over-reliance on it may weaken linguistic skills and cognitive flexibility in the long term. Additionally, AI-generated translations often miss subtle nuances and cultural contexts, which are essential for solving complex problems and fostering creative thinking. Therefore, human intervention and critical thinking through education must accompany AI use. As a global language, English does not lose its importance in the AI era but should be emphasized even more. In particular, AI tools that can provide personalized support to students who need academic help can be highly beneficial. AI-based English learning offers personalized education tailored to learners' needs, enhancing language skills through repetition and real-time feedback. By learning English as a foreign language, students can strengthen cognitive flexibility and expand their understanding and access to a broader world. The reality is that English Divide due to socioeconomic disparities is becoming more pronounced. The introduction of AI digital textbooks starting next year presents an excellent opportunity to actively implement English education in public education. Future AI tutor programs for English education will provide equal educational opportunities to students who are left behind due to economic conditions or regional limitations (Korean Educational & Research Information Service, 2003). This can ensure fairness in the process of English education and support all students in developing the language skills necessary to succeed in a global society.

References

Akhtar N, & Menjivar, J. A. (2012). Cognitive and linguistic correlates of early exposure to more than one language. In Benson J. B. (ed.), Advances in Child Development and Behavior. Vol. 42 (pp.41-78). Burlington: Academic Press. 

Bialystok, E., Craik, F. I. M., & Luk, G. (2012). Bilingualism: consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240–250. 

Hong, Y.-y., Morris, M. W., Chiu, C.-y., & Benet-Martínez, V. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 55(7), 709–720.   

Korean Educational & Research Information Service (2023.11). Guidelines for AI Digital Textbook Development. 

Paltridge, B., & Starfield, S. (Eds.). (2013). The Handbook of English for Specific Purposes (Vol. 592). Boston: Wiley-blackwell.