중학교 영어 수업에서의 플립 러닝 효과: 학습자 수준별 성취도 및 학습 동기 비교

Abstract

This study explores the effects of flipped learning on academic achievement and learningmotivation in middle school English classes, with particular attention to differences acrossproficiency levels. Sixty first-grade students were assigned to either a flipped learning groupor a traditional instruction group, each including high-, mid-, and low-level learners. Over thecourse of 15 sessions spanning five weeks, students in the flipped group engaged in pre-classvideo learning and in-class collaborative activities, while those in the traditional group followeda lecture-based format. Findings revealed that flipped learning significantly enhanced academicperformance across all levels, most notably in the low-proficiency group, which showed a 13.5%improvement compared to 6.8% in the traditional group. However, motivational outcomes wereless pronounced. Although a few items on the motivation survey indicated slight gains—particularly in interest and engagement—no substantial differences were found between thetwo instructional approaches overall. These results suggest that while flipped learning caneffectively support short-term academic gains, especially for lower-level learners, affectivefactors like motivation may require longer, more sustained interventions to yield meaningful change. The findings highlight the value of differentiated instruction and call for future studieson the long-term affective impacts of flipped classrooms.