한국 대학생의 영어 듣기 능력 신장을 위한 모바일기반 플립 러닝 모델의 적용과 효과
The implementation and effectiveness of mobile-assisted flipped learning model for the improvement of Korean university students’ English listening ability.
1
조회
0
다운로드
21
인용
0
참고문헌
키워드
초록
The aims of this study is to investigate the implementation of a flipped learning model and its effectiveness in an English listening class. The participants were 111 university students in TOEIC listening courses and divided into three groups; control group with no treatment (CON), paper-based flipped learning group (EXP-1), and mobile-assisted flipped learning group (EXP-2). Three consecutive listening tests and semi-structured interview were conducted to examine students’ listening skill improvement and their perceptions on mobile-assisted flipped learning. The results are as follows. First, the students of the CON and EXP-2 groups attained significantly high-level of listening ability than the EXP-1 group. Second, there was statistically significant interaction between different teaching methods and time flow, and the CON and EXP-2 groups showed gradual improvements while the EXP-1 group was rather less than beginning. Third, students in the EXP-2 group showed positive perceptions towards preparation tasks outside the classroom and constructive learning activities inside the classroom. Based on these findings, this study concluded that flipped learning model possibly offered great benefits for English listening classroom because it allowed students to have abundant language inputs beforehand and engage in collaborative learning activities in actual class time. Pedagogical implications and suggestions are presented.
Abstract
The aims of this study is to investigate the implementation of a flipped learning model and its effectiveness in an English listening class. The participants were 111 university students in TOEIC listening courses and divided into three groups; control group with no treatment (CON), paper-based flipped learning group (EXP-1), and mobile-assisted flipped learning group (EXP-2). Three consecutive listening tests and semi-structured interview were conducted to examine students’ listening skill improvement and their perceptions on mobile-assisted flipped learning. The results are as follows. First, the students of the CON and EXP-2 groups attained significantly high-level of listening ability than the EXP-1 group. Second, there was statistically significant interaction between different teaching methods and time flow, and the CON and EXP-2 groups showed gradual improvements while the EXP-1 group was rather less than beginning. Third, students in the EXP-2 group showed positive perceptions towards preparation tasks outside the classroom and constructive learning activities inside the classroom. Based on these findings, this study concluded that flipped learning model possibly offered great benefits for English listening classroom because it allowed students to have abundant language inputs beforehand and engage in collaborative learning activities in actual class time. Pedagogical implications and suggestions are presented.
참고문헌 (38)
- 김규미, "영어교과교육 연구의 이론과 실제", pp.289~343 (2019), 한국문화사
- 김덕수, "온라인 영어 다독프로그램이 어휘습득에 미치는 영향과 이를 활용한 영어 수업 모형", 영어교과교육, 15(4), pp.21~43 (2016), 한국영어교과교육학회[DOI]
- 김석우, "사회과학 연구를 위한 SPSS·AMOS 활용의 실제" (2015), 학지사
- 김용석, "대학 교양영어 수업에 거꾸로 수업(flipped class) 교수법 적용 후 정서적 경험, 학업성취도와 수업 만족도 측면에서의 효과", Foreign Languages Education, 22(1), pp.227~254 (2015), 한국외국어교육학회
- 김혜영, "영어교육관점으로서의 플립러닝의 이해", 한국영어교육학회 The PROCEEDINGS, pp.51~56 (2017)
- 박상준, "거꾸로 교실 모형의 개발과 적용 사례의 연구 - 예비교사 교육에의 적용 결과를 중심으로 -", 사회과교육연구, 22(2), pp.1~21 (2015), 한국사회교과교육학회
- 성태제, "연구방법론" (2014), 학지사
- 송희심, "교실 외 활동을 활용한 대학 교양영어 회화프로그램의 학습자 만족도 연구", Foreign Languages Education, 15(3), pp.141~168 (2008), 한국외국어교육학회
- 안미리, "유튜브 동영상을 이용한 플립 러닝 수업의 만족도에 대한 영향과 요인", 멀티미디어 언어교육, 19(1), pp.114~136 (2016), 한국멀티미디어언어교육학회[DOI]
- 여수연, "대학 교양영어회화 수업에서 플립러닝 수업효과 연구", 인문학연구, 57(3), pp.301~328 (2018), 인문과학연구소
- 임정완, "영어과 예비교사를 위한‘거꾸로 교실’ 수업 모형과 적용", 영어어문교육, 21(2), pp.157~173 (2015), 한국영어어문교육학회
- 임주영, "플립형 과정중심 에세이 지도가 대학생 영작문 성적향상에 미치는 영향", 영어교과교육, 14(4), pp.155~180 (2015), 한국영어교과교육학회[DOI]
- Anderson, L. W., "A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives" (2001), Longman
- Basal, A., "The implementation of a flipped classroom in foreign language teaching", Turkish Online Journal of Distance Education, 16(4), pp.28~37 (2015)
- Bergmann, J., "Flip you classroom: Reach every student in every class ever day" (2012), International Society for Technology in Education
- Chang, C. S., "Gains to L2 learners from extensive listening : Listening development, vocabulary acquisition and perceptions of the interventions", Hong Kong Journal of Applied Linguistics, 14(1), pp.25~47 (2012)
- Chang, A., "The effects of extensive listening on developing L2listening fluency : Some hard evidence", ELT Journal, 68(1), pp.31~40 (2013)
- Chen Hsieh, J. S., "Using the flipped classroom to enhance EFL learning", Computer Assisted Language Learning, 30(1-2), pp.1~21 (2016)
- Chun, D. M., "Network-based language teaching: Concepts and practice", pp.151~170 (2000), Cambridge University Press
- Enfield, J., "Looking at the impact of the flipped classroom model of instruction of undergraduate multimedia students at CSUN", Techtrends, 57(6), pp.14~27 (2013)
- Field, J., "Listening in the language classroom" (2008), Cambridge University Press
- Flumerfelt, S., "Using lean in the flipped classroom for at risk students", Educational Technology & Society, 16(1), pp.356~366 (2013)
- "The flipped classroom model: A full picture" (2011)[URL]
- Ginns, P., "Quality in blended learning : Exploring the relationships between on-line and face-to-face teaching and learning", The Internet and Higher Education, 10(1), pp.53~64 (2007)
- Hamdan, N., "The flipped learning model: A white paper based on the literature review titled a review of flipped learning" (2013), Pearson
- Karlsson, G., "From books to MOOCs", pp.127~136 (2016), Portland Press Publishing
- 김규미, "Effects of mobile-assisted pre-listening activities and listening strategy training on EFL students’ listening comprehension skill and strategy use", 중등영어교육, 10(4), pp.47~70 (2017), 한국중등영어교육학회
- Kukulska-Hulme, A., "An overview of mobile assisted language learning : From content delivery to supported collaboration and interaction", ReCALL, 20(3), pp.271~289 (2008)
- Lage, M. J., "Inverting the classroom : A gateway to creating an inclusive learning environment", Journal of Economic Education, 31(1), pp.30~43 (2000)
- Leis, A., "Flipped classrooms and their implications for English education in Japan", Bulletin of Miyagi University of Education, 50, pp.231~239 (2016)
- Leis, A., "The effects of flipped classrooms on English composition writing in an EFL environment", International Journal of Computer-Assisted Language Learning and Teaching(IJCALLT), 5(4), pp.37~51 (2015)
- 오경미, "The Effectiveness of Mobile Assisted Language Learning on L2 Listening Comprehension", 멀티미디어 언어교육, 18(2), pp.135~158 (2015), 한국멀티미디어언어교육학회[DOI]
- 오경미, "Extensive Listening and Intensive Listening in Blended Mobile Learning Environments", 학습자중심교과교육연구, 17(18), pp.913~942 (2017), 학습자중심교과교육학회[DOI]
- Ogata, H., "How ubiquitous computing can support language learning", Proceedings of KEST, pp.1~6 (2005)
- Rajesh, M., "Revolution in communication technologies : Impact on distance education", Turkish Online Journal of Distance Education, 16(1), pp.62~88 (2015)
- Rost, M., "Teaching and researching listening" (2002), Pearson Education
- Roux, I. L., "Seeking the best blended for deep learning in a flipped classroom : Viewing student perceptions through the community of inquiry lens", International Journal of Educational Technology in Higher Education, 15(16), pp.1~28 (2018)
- Marie Webb, "Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model", Journal of Asia TEFL, 11(4), pp.53~84 (2014), 아시아테플