Earticle

초록

영어

This study moved onto online fully and conducted flipped learning at university English composition courses. The purpose of this study is to examine changes that flipped learning in a college fully online setting makes in students’ English writing performance and affective domains (self-directed learning attitude and writing anxiety). For the purposes of this study, group and individual writing samples were collected at the beginning and end of the semester in the spring of 2021. In the same manner, questionnaires from 46 students were gathered twice. The data was analyzed by using paired samples t-test to look into differences in writing performances and responses in the questionnaires. Additionally, focus-group interviews were conducted. The results of the study, first, indicated that there were significant differences in students’ writing performances except for ‘mechanics’ component for group writing. Next, significant changes were revealed in self-directed learning attitude except for ‘self-directedness’ sub-construct, and writing anxiety. In conclusion, fully online flipped learning was, in general, found effective in English writing, self-directed learning attitude, and writing anxiety. Pedagogical implications are discussed for teachers interested in implementing flipped learning in a fully online setting.

목차

I. 서론
II. 이론적 배경
1. 플립러닝
2. 자기주도 학습태도
3. 제2 언어 쓰기 불안
III. 연구 방법
1. 연구 참여자
2. 수업 절차
3. 자료 수집
4. 자료 분석
IV. 연구 결과 및 논의
1. 영어쓰기 성취도
2. 자기주도 학습태도
3. 영어쓰기 불안
V. 결론 및 교육적 함의
Works Cited
Abstract

키워드

저자

• 김예나래 [ Kim, Yenarae | 단국대학교 ] 제1 저자
• 표경현 [ Pyo, Kyong-hyon | 단국대학교 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810