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Abstract:
In the context of the increasing use of AI generation in foreign language learning, leveraging AI as a tool to support the development of self-learning abilities is becoming a crucial requirement in higher education. This study aims to propose a Learning Coaching model using AI generation to support Korean language learning for students of the Department of Korean Language at University of Languages & International Studies (ULIS), with a focus on enhancing learners' autonomy. The study combines document analysis and questionnaire surveys to determine the current state of AI usage, support needs, and difficulties in the self-learning process. The results show that AI is mainly used for searching, translating, and explaining knowledge, while functions supporting planning, progress tracking, and self-assessment have not been effectively utilized. Based on this, the study proposes a Learning Coaching model based on collaboration between learners, AI generation, and instructors. The model utilizes Zimmerman's self-regulation learning cycle as its central theoretical framework, applying the GROW model to organize coaching activities and adopting the principle of shifting from external regulation to co-regulation and self-regulation. In the model, AI and instructors play a supportive role, providing the framework, while learners are the subjects who define goals, choose strategies, monitor, evaluate, and adjust their learning process. Through this, the model aims to develop self-regulation skills, enhance autonomy, and promote digital transformation in Korean language training at the university level.
Keywords: Self-regulated learning, Learning coaching model, Learner autonomy, Korean language learning, Generative AI
