Korean Language Education Research

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ISSN (P) 1225-8571 ISSN (E) 2713-699X

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A Narrative Inquiry into the Identity Transformation of Chinese Learners of Korean for Academic Purposes through Generative AI - Based Feedback — Focusing on ChatGPT Interaction

JIN YUMEI

Seoul National University, Korean Language Education Major, Ph.D. Student

Korean Language Education Research Vol. 60 No. 2 pp.37-69 (2025)

DOI: 10.20880/kler.2025.60.2.37

Abstract

— Focusing on ChatGPT Interaction JIN YUMEI This study investigates qualitative changes in the identity transforma- tion of advanced Chinese learners of Korean, particularly for academic purposes, through the internalization of generative artificial intelligence (GAI)-based feedback. Utilizing a narrative inquiry methodology, three rounds of semi-structured online and offline interviews were conduct- ed with two Chinese graduate students enrolled at a Korean university. Their experiences with ChatGPT-based feedback were analyzed within a temporal and contextual framework. The findings reveal that the learn- ers internalized GAI feedback not merely as a tool for error correction but also as a means to strategically monitor and regulate their linguistic output through self-regulated practices. Their self-regulatory competence expanded to encompass discourse structuring, thought flow organization, and formation of audience-oriented expression strategies, illustrating their transition into legitimate academic performers within the academ- ic discourse community. This study empirically demonstrates that GAI- based feedback contributes not only to linguistic proficiency but also to the development of academic self-expression and ontological identity formation. Furthermore, it discusses the potential of GAI feedback as a meaningful pedagogical mediator that supports the process of linguistic selfing and the construction of subjectivity among foreign language learn- ers for academic purposes.

Keywords

생성적 인공지능ChatGPT학문적 한국어 학습내러티브 탐구정체성 재구성

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