Earticle

초록

영어

The purpose of this study is to explore the effects of English teaching-learning on learners' English achievement and affective factors through flipped learning in a university ESP class. A total of 39 university students participated in this study and a questionnaire with 17 items and two open questions are administered to the students. The questionnaire consists of the affective factors, and five point Likert scale is used. Besides, two open questions are also used for an indepth analysis of this study. The results of this study confirm that flipped learning benefits college learners' achievement and affective factors toward English listening and reading. The findings are as follows; 1) The level of students’ English proficiency through flipped learning has significantly increased especially in receptive skills, 2) The students’ satisfaction about flipped learning turned out to be moderately positive. 3) The factors about students’ preview before class and their satisfaction factors about flipped learning were found to be positively correlated. 4) The students’ satisfaction factors about flipped learning were found to be also somewhat correlated. Based on the findings, some pedagogical suggestions are made for flipped learning for an efficient English teaching and learning on the college level in Korea

목차

Abstract
 1. 서론
 2. 이론적 배경
  2.1 플립드 러닝의 개념과 배경
  2.2 플립드 러닝의 수업모형과 수업진행 방식
  2.3 대학 수준의 플립드 러닝에 대한 선행연구
 3. 연구 방법
  3.1 연구 참여자
  3.2 연구 설계
  3.3 연구 도구
  3.4 자료 처리 분석
 4. 연구결과 및 논의
  4.1 플립드 러닝을 통한 영어 성취도
  4.2 플립드 러닝에 대한 학생의 만족도
  4.3 동영상 선행학습과 플립드 러닝 수업의 상관관계
  4.4 플립드 러닝 교수-학습 만족도 간의 상관관계
 5. 결론 및 제언
 참고문헌

저자

• 이현구 [ Lee, Hyungu | 나사렛대학교 ]

참고문헌