코퍼스 기반 플립 러닝 문법 학습 모델이 한국 EFL 학습자들의 문법 이해도에 미치는 영향
The effects of corpus-based model of flipped learning on Korean EFL learners’ understanding of English grammar
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The purpose of this research is to analyze the effects of the corpus-based model of flipped learning on Korean EFL learners’ understanding of English grammar. To achieve this aim, a total of 92 Korean middle school students in their first year participated in the experiment for 7 weeks: one control group was given traditional grammar teaching, another experimental group was a flipped learning, and the last was a corpus-based flipped learning group. All experiments consisted of 6 sessions. Pre- and post-test was administered to discover the difference in the effect of grammar learning on the learners' English grammar comprehension of each group. Then, a one-way ANOVA was conducted not only to test the homogeneity between groups but also to find the impact of a corpus-based flipped classroom on learners’ understanding of English grammar. Also, all students participated in the survey and some significant improvement in sessions were shown. The result shows a significant difference between three groups statistically; the group using a corpus-based model with flipped learning significantly improved their understanding of English grammar rules. This implies that learning English grammar using corpus is more effective based on flipped learning than the other two methods; it helps learners to discover the grammatical rules in the given examples. Three practical implications of these results on corpus-based flipped learning model were discussed.
Abstract
The purpose of this research is to analyze the effects of the corpus-based model of flipped learning on Korean EFL learners’ understanding of English grammar. To achieve this aim, a total of 92 Korean middle school students in their first year participated in the experiment for 7 weeks: one control group was given traditional grammar teaching, another experimental group was a flipped learning, and the last was a corpus-based flipped learning group. All experiments consisted of 6 sessions. Pre- and post-test was administered to discover the difference in the effect of grammar learning on the learners' English grammar comprehension of each group. Then, a one-way ANOVA was conducted not only to test the homogeneity between groups but also to find the impact of a corpus-based flipped classroom on learners’ understanding of English grammar. Also, all students participated in the survey and some significant improvement in sessions were shown. The result shows a significant difference between three groups statistically; the group using a corpus-based model with flipped learning significantly improved their understanding of English grammar rules. This implies that learning English grammar using corpus is more effective based on flipped learning than the other two methods; it helps learners to discover the grammatical rules in the given examples. Three practical implications of these results on corpus-based flipped learning model were discussed.
참고문헌 (35)
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