플립드 러닝을 적용한 한국어 수업이 학업 성취도에 미치는 효과

The Effects of Flipped Learning on Korean Language Learners’ Academic Performance

The purpose of this study was to investigate the effect of the flipped learning method implemented in a Korean as a Foreign Language (KFL) classroom at the tertiary level. The treatment variable of the experiment was a teaching method: a flipped learning for the experimental group and a traditional class for the control group. A total of 72 university students participated in this study and the research was conducted for 14 weeks. The results were as follows. First, the overall academic performance of the experimental group was higher than that of the control group, but these differences between groups were not statistically significant. Second, the listening and speaking academic performance of the experimental group was higher than that of the control group, and these differences between groups were statistically significant. This study shows that implementation of flipped learning brings an increase in academic performance, especially communicative listening and speaking skills compared to lecturer centered classes. Flipped learning lessons give more time for interaction between teachers and students than lecture centered classes. This result indicates that using flipped learning provides time for various inquiry activities and task solutions and therefore, enables positive effects on learning achievement.