A Case Study of the Flipped Classroom in a Korean University General English Course
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
Research has proven the effectiveness of Flipped Classrooms (FC) for a variety of settings. However, more exploration needs to be done in regards to how FC can be used effectively in foreign language classrooms. The purpose of this study was to 1) explore student perceptions of FC in a Korean university general English course and 2) provide suggestions to inform better instructional practices. The FL model applied to the study was based on the University of Texas at Austin Center for Teaching and Learning and was conducted in a general English course for one semester at a university in South Korea. Both qualitative and quantitative data was collected in the form of a questionnaire administered to 80 students at the end of the course. The results were largely positive. Over half of students felt that the FC model aided their English studies. Students felt the FC gave them more chances to communicate in English, in addition to greater participation, preparedness, and feedback. Students also reported that the FC helped them have a deeper understanding of the course content. However, some students reported some dissatisfaction with the FC. When questioned regarding the disadvantages of FC, many reported the time requirement of the online homework and quizzes in addition to the video quality and variety of activities could be improved upon. Suggestions on how to use the FC more effectively are provided at the end of the paper.
Abstract
Research has proven the effectiveness of Flipped Classrooms (FC) for a variety of settings. However, more exploration needs to be done in regards to how FC can be used effectively in foreign language classrooms. The purpose of this study was to 1) explore student perceptions of FC in a Korean university general English course and 2) provide suggestions to inform better instructional practices. The FL model applied to the study was based on the University of Texas at Austin Center for Teaching and Learning and was conducted in a general English course for one semester at a university in South Korea. Both qualitative and quantitative data was collected in the form of a questionnaire administered to 80 students at the end of the course. The results were largely positive. Over half of students felt that the FC model aided their English studies. Students felt the FC gave them more chances to communicate in English, in addition to greater participation, preparedness, and feedback. Students also reported that the FC helped them have a deeper understanding of the course content. However, some students reported some dissatisfaction with the FC. When questioned regarding the disadvantages of FC, many reported the time requirement of the online homework and quizzes in addition to the video quality and variety of activities could be improved upon. Suggestions on how to use the FC more effectively are provided at the end of the paper.
참고문헌 (30)
- Abrams, Z. I., "Surfing to cross-cultural awareness : Using Internetmediated projects to explorecultural stereotypes", Foreign Language Annals, 35(2), pp.141~160 (2002)
- Al-Jarf, R., "The effects of web-based learning on struggling EFL college writers", Foreign Language Annals, 37(1), pp.49~57 (2004)
- Barkhuizen, E. D., "Discovering learners’ perceptions of ESL classroom teaching", learning activities in a South African context, 1998, pp.32(1), 85~108
- "The flipped class: What it is and what it is not" (2011)[URL]
- Blasszauer, J., "Collaborative projects via the Internet: Teaching English with technology", A Journal for Teachers of English, 1(6), pp.1~7 (2001)
- Brandl, K., "Integrating Internet-based reading materials into the foreign language curriculum; from teacher-to-student-venture dapproaches", Language Learning and Technology, 6(3), pp.87~107 (2002)
- Chen, Y., "Is FLIP enough? Or should we use the FLIPPED model instead?", Computer and Education, 79, pp.16~27 (2014)
- Chikamatsu, N., "The effects of computer use on L2 Japanese writing", Foreign Language Annals, 36(1), pp.114~127 (2003)
- 최정빈, "공과대학의 Flipped Learning 교수학습 모형 개발 및 교과운영사례", 공학교육연구, 18(2), pp.77~88 (2015), 한국공학교육학회[DOI]
- Herreid, C. F., "Case studies and the flipped classroom", Journal of College Science Teaching, 42(5), pp.62~66 (2013)
- Fulton, K., "Upside down and inside out : Flip your classroom to improve student learning", Learning and Leading with Technology, 38(8), pp.12~16 (2012)
- Han, Y. J., "Successfully flipping the ESL classroom for learner autonomy", NYS TESOL, 2(1), pp.98~193 (2015)
- Jogan, M. K., "Cross-cultural email : Providing cultural input for the advanced foreign language student", Foreign Language Annals, 34(4), pp.341~346 (2001)
- Johnson, G. B., "Student perceptions of the flipped classroom", master’s, pp.2013
- Kostka, I., "What’s on the Internet for flipping English languageinstruction?", The Electronic Journal for English as a Second Language, 19(2), pp.1~12 (2015)
- 이동한, "플립러닝을 활용한 초등영어 학습부진아를 위한 수업지도방안", 영상영어교육(STEM Journal), 17(1), pp.241~263 (2016), 영상영어교육학회[DOI]
- 임정완, "영어과 예비교사를 위한‘거꾸로 교실’ 수업 모형과 적용", 영어어문교육, 21(2), pp.157~173 (2015), 한국영어어문교육학회
- McCallum, S., "An examination of the flipped classroom approach on college student academic involvement", International Journal of Teaching and Learning in Higher Education, 27(1), pp.42~55 (2015)
- Meskill, C., "Foreign language learning with CMC : forms of online instructional discourse in a hybrid Russian class", System, 33(1), pp.89~105 (2005)
- "Why I won't flip my classroom" (2012)[URL]
- Salaberry, M., "The use of technology for second language learning and teaching: a retrospective", The Modern Language Journal, 85(1), pp.41~56 (2001)
- Schwienhorst, K., "Native-speaker", non native-speaker discourse in the MOO: Topic negotiation and initiation in a synchronous text-based environment, 2004, pp.17(1), 35~50
- 서정목, "플립러닝을 활용한 영어교과목의 융복합적인 운영에 관한 연구 - 스크린영어, SNS영어 및 TED영어를 중심으로", 교양교육연구, 9(3), pp.193~214 (2015), 한국교양교육학회
- 서예은, "협동학습 기반의 Flipped Learning 모델 활용 수업이 영어성취도 및 태도에 미치는 영향", 영어학, 15(4), pp.765~793 (2015), 한국영어학회[DOI]
- 송해성, "프로젝트형 거꾸로 교실이 예비 영어교사들의 정의적 태도 및 메타인지 학습전략에 미치는 효과", 영어어문교육, 22(2), pp.167~192 (2016), 한국영어어문교육학회
- "Flip your classroom to increase active learning and student engagement" (2012)[URL]
- "What is different about a flipped classroom?" (2015)[URL]
- Weininger, M. J., "Promoting oral production in a written channel : an investigation of learner language in MOO", Computer Assisted Language Learning, 16(4), pp.329~349 (2003)
- "What the flip?" (2012)[URL]
- Yang, S. C., "Integrating computer-mediated tools into the language curriculum", Journal of Computer Assisted Learning, 17(1), pp.85~93 (2001)