정부초청 장학생을 위한 플립드 러닝 활용 말하기 수업의 실제 —D대학을 중심으로—

Abstract

With the recent increase in the number of students learning Korean language, the National Institute of International Education (NIIED) has been organizing the Korea Government Scholarship Program (KGSP) inviting outstanding students from around the world to study in Korean universities. Before coming to Korea, the KGSP scholars were asked to choose their desired university for undergraduate or graduate studies. However, before entering their chosen university, it is mandatory for every student to have at least TOPIK level 3. Therefore, the universities in-charge of the Korean language education is striving for the students to get at least TOPIK level 3. However, the students start complaining as the number of classes’ increases which is compulsory for the preparation exam. A countermeasure is needed in order to address their issue. This research was started with the concern on how to organize the Korean Language classes to improve for TOPIK preparation considering the present situation. Firstly, the student’s demands have been gathered through a survey. The survey results showed that there are many opinions to add more speaking class. We can see from the result that the students want to speak the language they have learnt from the books, not only in the classroom but also outside the classroom. In order to meet the demands of the students, the flipped-learning has been attempted. The subjects of this study are 18 scholars (graduate level) who are studying Korean language at D University. The flipped-learning have been conducted on these subjects for about 2 months. The teaching materials are the same book used in the mentioned university and for the video lectures the videos from ‘Nuri Sejong Hakdang’ site were used. If the contents were not available at ‘Nuri Sejong Hakdang’, ‘Go Animate’(www.goanimate.com) site was used, where one can make their own video for lecture purpose. The students were given class materials like handouts and videos by the teacher to prepare before they come to class. During the class, the teacher checked the preparation of the students and if they have any questions the teacher would answer them. After that, the videos were used to conduct the actual task (speaking activities). The class concluded with feedbacks of the teacher and classmates for their presentation. Supplementary learning was also done after the class. This study was started with the intention of making the Korean language speaking class more effective. In just 2 months with 18 scholars as subjects, the result and usefulness of flipped-learning were replaced by questionnaires that examined the level of understanding and satisfaction of the class. However, this research was successful as the subjects of the research were the Korea Government Scholarship Program (KGSP) scholars and their self-directed learning were very strong. The subjects were from natural sciences and engineering major and their age gap were comparatively large, so there were many differences in the class, like level of understanding and participation in the class. Therefore, in case of passive and weak students it was difficult for the teacher to make them understand the lesson’s content in the classroom. However, through flipped-learning, the passive students became more active in the class, and even the weak students’ understanding level increased and found more interest in learning the language.