포스트코로나 시대 플립러닝 기반의 대학영어교육 딜레마와 도전 탐색

A study on the dilemmas and challenges of flipped-learning-based college English education in the post COVID-19 era

This study explores the dilemmas and challenges in college English education based on flipped learning in the post-COVID-19 era. For the study, in-depth interviews were used as a qualitative research method. The subjects were 10 learners and six professors who undertook flipped-learning-based online classes after the onset of COVID-19, and four professors who had experience with flipped-learning classes before the pandemic. Studies have shown that the dilemma facing learners and professors was that both pre-&-in-class lessons were conducted online, causing confusion in the original flipped-learning design. Learners felt unfamiliar with and burdened by flipped-learning and did not have the opportunity to directly ask questions about what they had not understood in the pre-class. On the other hand, in flipped-learning contexts, learners tried to actively communicate with their professors and improve self-directed learning abilities. From the professors' perspective, there were limitations in achieving a sense of reality in the flipped-learning class and they had concerns about the learners' academic ability gap. Nevertheless, professors have discovered the possibility of effective flipped-learning classes through various online platforms. Through this study, follow-up research is needed concerning teaching models and methods for flipped-learning-based English classes in the post-COVID-19 era.