Earticle

초록

영어

The purpose of this study is to examine the students' preference and failure tolerance applying the flipped learning to English class. To achieve this goal, the flipped class was designed considering educational prerequisites and analyses drawn from literature reviews and case studies. 10 students majoring in English participated in the research for 8 weeks. For the first 4 weeks, teacher-oriented class was performed. For the other 4 weeks, flipped learning was implemented. Before the research, academic failure tolerance scale was measured. After the 8th class, academic failure tolerance scale was investigated again. Furthermore, qualitative data were explored in order to have a better understanding of the students' preference and awareness of the flipped learning. The results of this study are that first, the mean score of failure tolerance showed a significant difference between before and after the flipped learning. Among the 3 subcategories, behavior scale and emotion scale have a significant difference. Secondly, 7 of the 10 students chose the flipped learning for the next semester, the other 3 students want to have a class mixed a teacher-oriented class with collaborative learning and want to have a teacher-oriented class instead of on-line lecture. The students stated that the good points of the flipped learning are voluntary involvement and interaction and bad points are burden on pre-study and free-riding of students who are not prepared for the class. For the further study, the flipped learning should be applied to other classes which students have low failure tolerance. Considering that failure tolerance scale has an effect on expecting better academic achievement, flipped learning can lead an improvement of academic achievement on subjects students have low failure tolerance. The results of this study implicate that applying flipped learning to a subject which students have low failure tolerance can raise failure tolerance changing negative experience to positive.

목차

I. 연구의 필요성과 목적
 II. 이론적 배경
  1. 거꾸로 학습의 정의
  2. 거꾸로 학습의 특징
  3. 거꾸로 학습 효과에 관한 국내ㆍ외 선행연구
  4. 실패내성
 III. 연구방법 및 절차
  1. 연구대상
  2. 연구방법 및 절차
  3. 거꾸로 수업 설계 및 진행방법
  4. 수업 설계
  5. 수업내용
  6. 실패내성 측정도구
 IV. 연구결과
  1. 실패내성척도 측정 결과
 V. 결론 및 논의
 참고문헌
 Abstract

키워드

저자

• 이승은 [ Seung-eun Lee | 광주여자대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820