Flipped Learning Research Trends in English as a Foreign Language Classrooms: Systematic Reviews

본 연구의 목적은 2014년부터 2018년까지 EFL 수업에서의 플립러닝 관련 논문을 체계적으로 연구동향을 분석하고 메타분석을 실시하여 EFL수업에서의 플립러닝 연구동향과 통합된 효과크기를 제시하는 데 있다. 이를 위하여 Social Sciences Citation Index(SSCI) 데이터베이스에서 EFL수업에서의 플립러닝 관련 논문을 검색 및 선정작업을 진행하였고, 최종 19개의 논문이 선정되었다. 이 논문들은 체계적 문헌연구방법과 메타분석을 통해 분석되었으며 분석결과는 다음과 같다. 첫째, 플립러닝의 학업성취도 효과크기는 큰 효과크기로 나타났다. 둘째, 체계적 문헌연구결과 주로 학업성취도가 효과변인으로 사용되었으며, 정의적 변인으로는 플립러닝에 대한 인식, 만족도, 태도 등이 사용된 것으로 나타났다. 셋째, 주로 대학생을 학습자로 한 연구들이 많았으며, 연구는 꾸준히 증가된 것으로 나타났다. 본 연구결과를 토대로 논의와 후속연구들을 위한 시사점을 제안하였다.

The purpose of this study was to systematically investigate flipped learning research trends in EFL classrooms and perform a meta-analysis to present the effect size integrated with flipped learning research trends in EFL classrooms between 2014 and 2018. To collect data, articles on the theme of flipped learning in EFL classrooms were searched from Social Sciences Citation Index (SSCI), and selection criteria were applied, which resulted in selecting the final 19 articles. The articles were analyzed through systematic review and meta-analysis, and the findings are as follows: First, the effect size of flip learning on academic achievement was found to be a large effect size. Second, as a result of systematic review, academic achievement was mainly used as a flipped learning outcome variable, and as affective variables, perception, satisfaction, and attitude about flip learning were used. Third, there were many studies mainly with university students as learners, and the number of studies showed steadily increasing. Based on the results of this study, suggestions for discussion and further studies were proposed.