교양영어 과목에서 영문법 플립러닝에 대한 대학생들의 경험과 인식 조사
The Investigation on Experience and Perceptions of English Grammar Flipped Learning
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The goal of this paper is to investigate university students’ experiences and perceptions of English grammar flipped learning in a liberal arts English course. It was conducted on 82 students, who were required to watch a basic English grammar flipped learning video before class. The researcher examined their satisfaction, experiences and perceptions with flipped learning, and changes in learning experience after flipped learning. The data analysis revealed some findings as follows: First, learners were satisfied with the flipped learning provided. Second, there was a correlation between flipped learning satisfaction and English improvement and increased interest in English grammar/reading. Third, learners after the flipped learning experienced improvements in their English reading, writing, and speaking. Fourth, learners who thought they knew English grammar well and those who felt that flipped learning increased their interest in English grammar experienced improvements in their English. As the results of this study show, students in the survey have different perceptions and experiences of flipped learning, and it should be offered in ways to increase learner engagement with a positive relationship and active interaction between instructors and learners. Given the positive impact that flipped learning of basic English grammar has, the discussion of using flipped learning as a prerequisite shows the way forward for liberal arts English classes.
Abstract
The goal of this paper is to investigate university students’ experiences and perceptions of English grammar flipped learning in a liberal arts English course. It was conducted on 82 students, who were required to watch a basic English grammar flipped learning video before class. The researcher examined their satisfaction, experiences and perceptions with flipped learning, and changes in learning experience after flipped learning. The data analysis revealed some findings as follows: First, learners were satisfied with the flipped learning provided. Second, there was a correlation between flipped learning satisfaction and English improvement and increased interest in English grammar/reading. Third, learners after the flipped learning experienced improvements in their English reading, writing, and speaking. Fourth, learners who thought they knew English grammar well and those who felt that flipped learning increased their interest in English grammar experienced improvements in their English. As the results of this study show, students in the survey have different perceptions and experiences of flipped learning, and it should be offered in ways to increase learner engagement with a positive relationship and active interaction between instructors and learners. Given the positive impact that flipped learning of basic English grammar has, the discussion of using flipped learning as a prerequisite shows the way forward for liberal arts English classes.
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