플립러닝 기반 영어 읽기·쓰기 통합수업에서 학습자 만족도와 학습스타일과의 관계
The relationship between learning styles and learners’ satisfaction in the integrated English reading and writing classes using flipped learning
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The purpose of this study is to investigate how students perceive integrated English reading and writing classes using flipped learning and find out the relationship between their individual learning styles and their satisfaction with the classes. The research was implemented for 15 weeks with fifty-seven Korean university students. For the study, students’ satisfaction with the class was examined to find out their overall perceptions and attitudes. Also, the relationship between the students’ satisfaction with the class and their learning styles was analyzed. The results were as follows. First, the students showed positive perceptions and attitudes toward the classes. This suggests that flipped learning can be effective for the integrated English reading and writing classes. Second, independent and collaborative learning styles were factors influencing learners’ satisfaction toward the English classes using flipped leaning. That is, the English class using flipped leaning was suitable for students with independent and collaborative learning styles. This finding indicates that teachers should consider learners with various learning styles in order to apply flipped learning more effectively to classes. Based on the study, some guidelines for effective English classes were suggested.
Abstract
The purpose of this study is to investigate how students perceive integrated English reading and writing classes using flipped learning and find out the relationship between their individual learning styles and their satisfaction with the classes. The research was implemented for 15 weeks with fifty-seven Korean university students. For the study, students’ satisfaction with the class was examined to find out their overall perceptions and attitudes. Also, the relationship between the students’ satisfaction with the class and their learning styles was analyzed. The results were as follows. First, the students showed positive perceptions and attitudes toward the classes. This suggests that flipped learning can be effective for the integrated English reading and writing classes. Second, independent and collaborative learning styles were factors influencing learners’ satisfaction toward the English classes using flipped leaning. That is, the English class using flipped leaning was suitable for students with independent and collaborative learning styles. This finding indicates that teachers should consider learners with various learning styles in order to apply flipped learning more effectively to classes. Based on the study, some guidelines for effective English classes were suggested.
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