본문 바로가기
KERD
논문KCI 등재

The Effect of Peer Teaching via Flipped Vocabulary Learning on Class Engagement and Learning Achievements

2

조회

0

다운로드

5

인용

0

참고문헌

키워드

주제분류영어와문학

초록

This study investigated the effects of peer teaching via flipped learning on the class engagement and the vocabulary learning achievements of college students with limited L2 proficiency and their perceived advantages and disadvantages of the treatment. Sixty-one freshmen enrolled in two sections of College English 1 underwent peer teaching during the class with the homework assignment of viewing the vocabulary videos for peer teaching prior to class for five weeks and then listened to lectures in class without any homework assignment for five weeks; the order of the treatment was counter-balanced in two sections of the class. The statistical analyses of the collected data indicated that there were no statistical differences found between the flipped and non-flipped learning conditions in terms of levels of class engagement and learning achievement. However, it was analyzed that dependency on the initial vocabulary knowledge was weaker in flipped learning, and the model of class engagement including behavioral, cognitive, affective engagement and disengagement explained the significant variation (32.4%) of gains in vocabulary learning only in the flipped learning condition. Perceived advantages and disadvantages of peer teaching via flipped learning were also discussed based on the self-report data.

Abstract

This study investigated the effects of peer teaching via flipped learning on the class engagement and the vocabulary learning achievements of college students with limited L2 proficiency and their perceived advantages and disadvantages of the treatment. Sixty-one freshmen enrolled in two sections of College English 1 underwent peer teaching during the class with the homework assignment of viewing the vocabulary videos for peer teaching prior to class for five weeks and then listened to lectures in class without any homework assignment for five weeks; the order of the treatment was counter-balanced in two sections of the class. The statistical analyses of the collected data indicated that there were no statistical differences found between the flipped and non-flipped learning conditions in terms of levels of class engagement and learning achievement. However, it was analyzed that dependency on the initial vocabulary knowledge was weaker in flipped learning, and the model of class engagement including behavioral, cognitive, affective engagement and disengagement explained the significant variation (32.4%) of gains in vocabulary learning only in the flipped learning condition. Perceived advantages and disadvantages of peer teaching via flipped learning were also discussed based on the self-report data.

참고문헌 (55)

  1. Ahmed, H., "The effect of a flipped classroom on writing skills in English as a foreign language and students’ attitude towards flipping", US-China Foreign Language, 14(2), pp.98~114 (2016)
  2. Assinder, W., "Peer teaching, peer learning: One model?", ELT Journal, 45(3), pp.218~229 (1991)
  3. Baepler, P., "It’s not about seat time : Blending, flipping, and efficiency in active learning classrooms", Computers & Education, 78, pp.227~236 (2014)
  4. Benson, P., "Peer teaching as a pedogogical strategy for autonomy in teacher education", Chinese Journal of Applied Linguistics, 36(1), pp.50~68 (2013)
  5. Bergmann, J., "Flip your classroom: Reach every student in every class every day" (2012), ISTE
  6. Boud, D., "Peer learning in higher education: Learning from and with each other" (2014), Kogan Page
  7. Boud, D., "Peer learning in higher education: Learning from and with each other" (2014), Kogan Page
  8. Butt, A., "Student views on the use of a flipped classroom approach : Evidence from Australia", Business & Accreditation, 6(1), pp.33~44 (2014)
  9. Carpenter, C., "Promoting learner autonomy in university language teaching", pp.23~38 (1996), Association for French Language Studies. CILT
  10. Casasola, T., "Can flipping the classroom work? Evidence from undergraduate chemistry", 29(3), pp.421~435 (2017)
  11. Chen Hsieh, J. S., "Using the flipped classroom to enhance EFL learning", Computer-Assisted Language Learning, 30(1-2), pp.1~21 (2017)
  12. Correlation analysis for the behavioral sciences, "Applied multiple regression", pp.2003, Cohen, J.
  13. Crouch, C. H., "Peer instruction : Ten years of experience and results", American Journal of Physics, 69(9), pp.970~977 (2001)
  14. Davies, G., "Contemporary computer-assisted language learning", pp.19~38 (2013), Bloomsbury
  15. Deacon, B., "More autonomy you ask", pp.97~112 (2006), JALT Learner Development SIG
  16. DeLozier, S. J., "Flipped classrooms: A review of key ideas and recommendations for practice", Educational Psychology Review, 29(1), pp.141~151 (2017)
  17. Enfield, J., "Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN", TechTrends, 57(6), pp.14~27 (2013)
  18. Engin, M., "Extending the flipped classroom model : Developing second language writing skills through student-created digital videos", Journal of the Scholarship of Teaching and Learning, 14(5), pp.12~26 (2014)
  19. Ferreri, S., "Instructional design and assessment. Redesign of a large lecture course into a small-group learning course", American Journal of Pharmaceutical Education, 77(1), pp.1~9 (2013)
  20. "What is flipped learning? The four pillars of F-L-I-P" (2014)[URL]
  21. Gilboy, M., "Enhancing student engagement using the flipped classroom", Journal of Nutrition Education and Behavior, 47, pp.109~114 (2015)
  22. Gottesman, B. L., "Peer coaching in higher education" (2009), Rowman & Littlefield Education
  23. Graziano, K. J., "Peer teaching in a flipped teacher education classroom", TechTrends, 61(2), pp.121~129 (2017)
  24. Hair, J. F. Jr., "Multivariate Data Analysis" (1995), Macmillan
  25. Hung, H. T., "Flipping the classroom for English language learners to foster active learning", Computer Assisted Language Learning, 28(1), pp.81~96 (2015)
  26. Hussey, H. D., "Promoting active learning through the flipped classroom model", pp.23~46 (2014), IGI Golbal
  27. Kao, S. H., "Independent language learning: Building on experience, seeking new perspectives", pp.131~144 (2011), Hong Kong University Press
  28. Keengwe, J., "Promoting active learning through the flipped classroom model" (2014), IGI Global
  29. Kim, S. H., "Effects of flipped classroom based on smart learning on self-directed and collaborative learning", International Journal of Control and Automation, 7(12), pp.69~80 (2014)
  30. Kim, J. E., "Exploring flipped classroom effects on second language learners’ cognitive processing", Foreign Language Annals, 50(2), pp.260~284 (2017)
  31. 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
  32. Given Lee, "Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions", TESOL Quarterly, 52(1), pp.62~84, Wiley[DOI]
  33. 이완기, "영어과 교육과정의 변천과 영어교육의 과제", 영어교육, 70, pp.35~52 (2015), 한국영어교육학회[DOI]
  34. Leis, A., "Flipped classrooms and their implications for English education in Japan", Bulletin of Miyagi University of Education, 50, pp.231~239 (2016)
  35. Leis, A., "The effects of flipped classrooms on English composition writing in an EFL environment", International Journal of Computer-Assisted Language Learning and Tecahing(IJCALLT), 5(4), pp.37~51 (2015)
  36. Mason, G., "Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course", IEEE Transactions on Education, 56(4), pp.430~435 (2013)
  37. McLaughlin, J. E., "The flipped classroom : A course redesign to foster learning and engagement in a health professions school", Academic Medicine, 89, pp.236~243 (2014)
  38. Mennim, P., "A discourse-based evaluation of a classroom peer teaching project", ELT Journal, 71(1), pp.37~49 (2017)
  39. Missildine, K., "Flipping the classroom to improve student performance and satisfaction", Journal of Nursing Education, 52(10), pp.597~599 (2013)
  40. Mynard, J., "Investigating peer tutoring", ELT Journal, 60(1), pp.13~22 (2006)
  41. Pierce, R., "Instructional design and assessment : Vodcasts and active learning exercises in a"flipped classroom"model of a renal pharmacotherapy module", American Journal of Pharmaceutical Education, 76(10), pp.1~5 (2012)
  42. Prober, C., "Medical education reimagined : A call to action", Academic Medicine, 88, pp.1407~1410 (2013)
  43. Reeve, J., "Students’ classroom engagement produces longitudinal changes in classroom motivation", Journal of Educational Psychology, 106(2), pp.527~ (2014)
  44. Secomb, J., "A systematic review of peer teaching and learning in clinical education", Journal of Clinical Nursing, 17(6), pp.703~716 (2008)
  45. Siegle, D., "Technology : Differentiating instruction by flipping the classroom", Gifted Child Today, 37(1), pp.51~55 (2014)
  46. Sletten, S. R., "Investigating flipped learning : Student self-regulated learning, perceptions, and achievement in an introductory biology course", Journal of Science Education and Technology, 26(3), pp.347~358 (2017)
  47. Sun, J. C. Y., "The effect of the flipped classroom approach to Open Course Ware instruction on students’ self-regulation", British Journal of Educational Technology, 48(3), pp.713~729 (2017)
  48. Thai, N. T. T., "The impact of flipped classroom design on learning performance in higher education : Looking for the bets"blend"of lectures and guiding questions with feedback", Computers & Education, 107, pp.113~126 (2017)
  49. Thomas, M., "Contemporary computer-assisted language learning" (2013), Bloomsbury
  50. Topping, K. J., "The effectiveness of peer tutoring in further and higher education : A typology and review of the literature", Higher Education, 32, pp.321~345 (1996)
  51. Topping, K. J., "Trends in peer learning", Educational Psychology, 25(6), pp.631~645 (2005)
  52. Wang, Z., "Measuring engagement in fourth to twelfth grade classrooms : The Classroom Engagement Inventory", School Psychology Quarterly, 29(4), pp.517~ (2014)
  53. Webb, M., "Flipping a Chinese univeristy EFL course : What students and teachers think of the model", The Journal of Asia TEFL, 11(4), pp.53~87 (2014)
  54. Peer teaching: to teach is to learn twice, "Whitman, N. A.", Association for the Study of Higher Education, ~, pp.ASHE-ERIC Higher Education Report No. 4 (1988)
  55. Wu, W. C. V., "Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency", Journal of Educational Technology & Society, 20(2), pp.142~157 (2017)

관련 논문AI추천

이 간행물의 다른 논문 (8건)