거꾸로 수업이 고등학생 영어 읽기 능력에 미치는 영향
A Study of the Effect of Flipped Learning on High School Students’ Reading Skills
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The aim of this study is to investigate the effect of flipped learning on high school students’ reading skills and explore their attitude toward English study under the blended learning environment. In the COVID-19 Pandemic situation, students have to study English online and offline every other week. 82 high school students did task-based activities in the classroom after watching video clips online. Data were collected through their pre and post-reading test scores, a questionnaire and interviews. The analysis of their scores reveals that flipped learning had a positive impact on students’ reading scores in indirect-writing items. Especially the comparison of their mid-term and final-term reading scores shows that the increase of students’ scores in indirect-writing items was statistically significant. This resulted from the class activities integrating reading and writing tasks. In addition to the positive influence on students’ reading skills, the findings show students were highly positive in their attitude toward their English study and instructional effectiveness of flipped learning. Despite some limitations, this study will help further research on long-term effectiveness of flipped learning in the online/offline learning environment.
Abstract
The aim of this study is to investigate the effect of flipped learning on high school students’ reading skills and explore their attitude toward English study under the blended learning environment. In the COVID-19 Pandemic situation, students have to study English online and offline every other week. 82 high school students did task-based activities in the classroom after watching video clips online. Data were collected through their pre and post-reading test scores, a questionnaire and interviews. The analysis of their scores reveals that flipped learning had a positive impact on students’ reading scores in indirect-writing items. Especially the comparison of their mid-term and final-term reading scores shows that the increase of students’ scores in indirect-writing items was statistically significant. This resulted from the class activities integrating reading and writing tasks. In addition to the positive influence on students’ reading skills, the findings show students were highly positive in their attitude toward their English study and instructional effectiveness of flipped learning. Despite some limitations, this study will help further research on long-term effectiveness of flipped learning in the online/offline learning environment.
참고문헌 (20)
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