Designing a flipped curriculum for an EFL class
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On a basis of a curriculum model that combines a theory with pedagogical procedures (Gonzales, 2004; Kiraly, 2000), the author designs a flipped EFL curriculum for university students who were enrolled in a 15-week elective course, Applications of English Proficiency Assessment. In order to meet the curriculum goal of enhancing English proficiency, it designs six task modules that combine the prior-class session with the in-class one. In the prior-class session, students preview the class material files available at the university e-class site before they attend the class. Based on their classwork at home, students engage in high order thinking skills like collaborative communication during the class. After class task activities, the paper presents some samples of student task output, and it also offers the students’ feedback on each task. Besides, during the semester, the author readjusted the curriculum design in order to fit the students’ diverse learning styles. At the conclusion of the semester, the student reviews show that although some goals were missing for some areas, most of curriculum goals were found to have been met by motivating their interactive communication and improving their balanced linguistic proficiency.
Abstract
On a basis of a curriculum model that combines a theory with pedagogical procedures (Gonzales, 2004; Kiraly, 2000), the author designs a flipped EFL curriculum for university students who were enrolled in a 15-week elective course, Applications of English Proficiency Assessment. In order to meet the curriculum goal of enhancing English proficiency, it designs six task modules that combine the prior-class session with the in-class one. In the prior-class session, students preview the class material files available at the university e-class site before they attend the class. Based on their classwork at home, students engage in high order thinking skills like collaborative communication during the class. After class task activities, the paper presents some samples of student task output, and it also offers the students’ feedback on each task. Besides, during the semester, the author readjusted the curriculum design in order to fit the students’ diverse learning styles. At the conclusion of the semester, the student reviews show that although some goals were missing for some areas, most of curriculum goals were found to have been met by motivating their interactive communication and improving their balanced linguistic proficiency.
참고문헌 (21)
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