The Implementation of Flipped Learning in the EFL Classroom: Outcomes and Attitudes
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The aim of the study is to examine the effects of flipped learning on Korean college learners’ study of English. A total of 79 intermediate level students participated in the study. Of the participants, 40 were in the flipped class whereas 39 were in the non-flipped class. Data were gathered from students’ achievement, their responses to a survey, a Likert-scale questionnaire, and an interview about their attitude to the flipped model. The findings revealed that students’ achievements in the flipped class were statistically significant in their final grade, but in the subsection, only listening and vocabulary scores indicated statistical significance. Regarding students' attitude to flipped learning, half the students demonstrated a positive attitude to the approach whereas the other half showed some reservation about it. Based on the findings of this study, practical suggestions and pedagogical implications for the current flipped model were discussed.
Abstract
The aim of the study is to examine the effects of flipped learning on Korean college learners’ study of English. A total of 79 intermediate level students participated in the study. Of the participants, 40 were in the flipped class whereas 39 were in the non-flipped class. Data were gathered from students’ achievement, their responses to a survey, a Likert-scale questionnaire, and an interview about their attitude to the flipped model. The findings revealed that students’ achievements in the flipped class were statistically significant in their final grade, but in the subsection, only listening and vocabulary scores indicated statistical significance. Regarding students' attitude to flipped learning, half the students demonstrated a positive attitude to the approach whereas the other half showed some reservation about it. Based on the findings of this study, practical suggestions and pedagogical implications for the current flipped model were discussed.
참고문헌 (22)
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