Flipped Vocabulary Learning for Enhancing EFL Learners’ Vocabulary Knowledge

• 발행기관: 한국영어교과교육학회
• 저자명: Yoo-Jean Lee Kyung-Rahn Kim
• 간행물 정보: 『영어교과교육』영어교과교육 17권 2호, 1~22쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.05.30

영문 초록

The purpose of this study is to explore how flipped vocabulary learning in an EFL university class would affect learners in their achievements and perceptions of learning. Thirty intermediate level students registered for a core English course were taught in a flipped way, and the other 30 in a traditional lecture-based manner in vocabulary lesson. Their pre- and post-test results were compared using t-test, and their answers to a survey questionnaire were analyzed to identify some benefits and/or suggestions for either flipped or non-flipped learning type. Although both groups obtained higher scores on their post-test, they showed a statistically significant difference when they were compared with each other, indicating that the flipped class students gained much more improvement (t=6.597, p<.001). In addition, it was found that overall flipped class students were more satisfied with their learning process such as internalizing vocabulary and using it contextually. On the other hand, the majority of the non-flipped class students focused mainly on understanding the meaning of new vocabulary. This study thus confirmed that flipped vocabulary learning can be an effective way of helping students expand vocabulary knowledge as well as improve their satisfaction and motivation in learning.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHODOLOGY

V. CONCLUSION AND LIMITATIONS OF THE STUDY

키워드

플립어휘학습 어휘지식 학습자 인식