플립러닝이 학습자의 영어 능력과 정의적 영역에 미치는 효과에 대한 메타분석

A meta-analysis of the effects of flipped learning on the learners’ English proficiency and affective trai

The purpose of this study is to synthesize the effectiveness of flipped learning on English proficiency and various affective domains necessary for successful language learning through quantitative metaanalysis. The study reviewed and analyzed the previous studies by dint of schools, treatment period and length of video clip. For the analysis, 20 papers published from 2007 to 2019 were selected and the effect size values were calculated using the R program. The results show that flipped learning can have positive effects on students’ language proficiency and their affective traits. More specifically, the effect sizes of flipped learning on reading and speaking, among language subskills, were statistically significant. As to affective domains, flipped learning made moderate to strong effects on learning motivation, learning attitudes and class satisfaction. In addition, English proficiency alone was influenced by the moderator variables. That is, flipped learning had greater effects in elementary and tertiary levels. As flipped learning was treated longer, its effectiveness was shown to be stronger. Lastly, the effect of flipped learning was greater when video clips less than 10 minutes were provided. More pedagogical implications are suggested. (183 words)