영화영어 교육에서의 거꾸로 교실의 개념 적용에 관한 연구
Applying the flipped classroom concept to teaching English with movies.
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This paper reports on a small-scale experiment that was set up to examine the effectiveness of applying the concept of a flipped classroom (FL) to an EFL movie English classroom. According to Subramaniam and Muniandy (2016) a flipped classroom flips between work at school and work at home. Students will learn the content prior to coming into class and then work on the subject in the class with their peers. This study used the concept of FL to recover their attention. The in-class interaction discussion was utilized as the FL concept. Participants were a group of 25 college students. The participants were required to make free presentations about the topic and to discuss it freely amongst themselves. The teacher put the final touches to the student’s presentations. At the completion of the whole session, the participants took two written tests. The first was about the student presentations (SP) and the second was about their teacher’s method of teaching (TT). They also submitted two reports. The first report was about students’ free presentations (FP) and the second one was about the teacher’s role (TR). The results indicated that the concept of FL worked well for movie English.
Abstract
This paper reports on a small-scale experiment that was set up to examine the effectiveness of applying the concept of a flipped classroom (FL) to an EFL movie English classroom. According to Subramaniam and Muniandy (2016) a flipped classroom flips between work at school and work at home. Students will learn the content prior to coming into class and then work on the subject in the class with their peers. This study used the concept of FL to recover their attention. The in-class interaction discussion was utilized as the FL concept. Participants were a group of 25 college students. The participants were required to make free presentations about the topic and to discuss it freely amongst themselves. The teacher put the final touches to the student’s presentations. At the completion of the whole session, the participants took two written tests. The first was about the student presentations (SP) and the second was about their teacher’s method of teaching (TT). They also submitted two reports. The first report was about students’ free presentations (FP) and the second one was about the teacher’s role (TR). The results indicated that the concept of FL worked well for movie English.
참고문헌 (33)
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