The Effects of Adding a Variation to Teacher-Created Videos on Korean Middle School Students’ Flipped Vocabulary Learning

This study investigates whether the presence of the teacher’s face in flipped vocabulary learning videos affects Korean middle students’ vocabulary learning outcomes and their perceptions of flipped vocabulary learning. Fifty-four second graders from three intact classes of a public middle school were divided into three groups: (1) the TP group (the video in which the teacher’s face and voice was present), (2) the TA group (the video where the teacher’s face was absent), and (3) the F2F offline group (the face-to-face offline lecture group). The results showed that TP group (the students who were in the flipped group watching a video in which the teacher’s face was present) outperformed the students in the other two groups (TA group and F2F group). In addition, the students in the lecture groups (F2F group) outperformed those who learned in a flipped method through a video in which the teacher’s face was absent (TA group).