This study explored how effectively and critically learners of Korean as a foreign language utilize generative artificial intelligence (ChatGPT) as an auxiliary tool for learning while maintaining learner autonomy. To this end, generative AI, particularly ChatGPT, was used as learning tool in a major course titled Metaverse and AI Korean; The course, designed and implemented for 35 Vietnamese learners, integrated metaverse platforms and AI technology into Korean language instruction. The curriculum consisted of three core tasks: writing self-introductions, translating texts, and composing argumentative essays. Each activity was conducted in two phases—self-directed production and AI-assisted output. A post-course survey examined learners’ satisfaction, preferences, perceived learning effectiveness, and fact-checking practices. The results showed that ChatGPT was pedagogically beneficial. And the students engaged critically with AI-generated content by analyzing and revising it, rather than accepting it at face value—an approach that fostered the development of higher-order thinking skills. These findings suggest the importance of explicit instruction in prompt engineering and ethical considerations when employing generative AI in Korean language education.
Nguyen T. Nguyen (Sun,) studied this question.
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