오프라인, 블렌디드, 온라인 수업 방식이 KFL 학습자의 학업 성취도에 미치는 영향

A Study on the Effects of Offline, Blended, and Online Teaching Modalities on KFL Learners’ Academic Achievement

This study concerns the academic achievement in the Korean language in three teaching modalities: Offline(face-to-face), Blended(online and offline), and Online(non-face-to-face). The aim of the study is to compare and describe the effect of differences in teaching modalities on KFL learners’ overall achievement and achievement in listening, reading, speaking, and writing skills. Above all, the study is based on quantitative data. The subjects in this study were 126 KFL learners in a basic Korean language course in Thailand and their score of achievement test collected in the school years 2020 thru 2022. They were used to analyze if there were any deviations in the overall language skills’ achievement scores among groups using a one-way analysis of variance approach. As a result of the analysis, there was no statistically significant difference on KFL learners’ overall achievement among groups. However, there were statistically significant differences among groups in the analysis of Korean language skills excluding writing: the achievement for listening was higher in the online class group and speaking was higher in the offline class group.