Can flipped learning be applied to a test-based English classroom?
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The present research attempted to explore the effects of flipped learning in a test-based English classroom on students’ perceptions of their class and on their language proficiency. One hundred and twenty four EFL university students who were taking a core TOEIC preparation course with low motivation participated in this study. One class of 30 students was flipped during the half-semester, and the other three classes of 94 were taught in a traditional method. Through a survey questionnaire and a course evaluation form, how the students perceived of their flipped or non-flipped classes were examined. Additionally, their performance on the midterm and final mock TOEIC exams were compared. It was revealed that the majority of the flipped class students showed great satisfaction with flipped approach since it helped them increase individualized learning, engagement, concentration, comfortable feeling, and interactions with others. It was also discovered that only those in the flipped class showed statistically significant improvement from the midterm to the final exam. It can be concluded that flipping a test-based language classroom would be successful in enhancing students’ positive attitude and motivation in learning as well as their language test proficiency.
Abstract
The present research attempted to explore the effects of flipped learning in a test-based English classroom on students’ perceptions of their class and on their language proficiency. One hundred and twenty four EFL university students who were taking a core TOEIC preparation course with low motivation participated in this study. One class of 30 students was flipped during the half-semester, and the other three classes of 94 were taught in a traditional method. Through a survey questionnaire and a course evaluation form, how the students perceived of their flipped or non-flipped classes were examined. Additionally, their performance on the midterm and final mock TOEIC exams were compared. It was revealed that the majority of the flipped class students showed great satisfaction with flipped approach since it helped them increase individualized learning, engagement, concentration, comfortable feeling, and interactions with others. It was also discovered that only those in the flipped class showed statistically significant improvement from the midterm to the final exam. It can be concluded that flipping a test-based language classroom would be successful in enhancing students’ positive attitude and motivation in learning as well as their language test proficiency.
참고문헌 (22)
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