Stories from Teacher Zahra Arsafi
글쓴이홍보협력팀
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작성일 2026-08-21
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Stories from Teacher Zahra Arsafi
Q. It was impressive that the teacher designed prompts tailored to the learners and the course level. Please tell us what inspired you to plan the ChatKOR project and the key principles behind the prompts you designed.
A. I often talk with students about the tools and materials they use for learning, and through those conversations I learned that many students were using artificial intelligence. At first, I was concerned because AI does not always provide accurate information. At the same time, I could not simply tell students not to use AI because I knew it could also be a useful tool for learning.
So I wanted to help students use AI safely and reliably within the scope of what they learn in class. Since AI responses depend heavily on prompts, I thought that if teachers designed the prompts themselves, learning could be safer and more effective.
The most important thing when designing prompts is to make them as specific and detailed as possible. I believe the key to drawing appropriate responses is clearly telling the AI not only what it should do, but also what it should not do.
So I wanted to help students use AI safely and reliably within the scope of what they learn in class. Since AI responses depend heavily on prompts, I thought that if teachers designed the prompts themselves, learning could be safer and more effective.
The most important thing when designing prompts is to make them as specific and detailed as possible. I believe the key to drawing appropriate responses is clearly telling the AI not only what it should do, but also what it should not do.
A ChatKOR class in progress
Q. Please share an example of a learner error discovered through actual AI records that would have been difficult to find in conventional classroom activities.
A. What impressed me most was that I could identify learners’ spelling errors. In general, conversation activities focus mainly on speaking practice, but because ChatKOR uses chatting for conversation, writing practice naturally takes place at the same time.
Students often used grammar and expressions correctly when speaking, but when they wrote the same content, they sometimes made spelling and writing errors. Through AI conversation records, I was able to identify these errors easily, and it also became a good opportunity for students to practice not only speaking but also writing and spelling.
Students often used grammar and expressions correctly when speaking, but when they wrote the same content, they sometimes made spelling and writing errors. Through AI conversation records, I was able to identify these errors easily, and it also became a good opportunity for students to practice not only speaking but also writing and spelling.
