The Effects a Mobile-Mediated Flipped Learning Program Using KakaoTalk Platform

• 발행기관: 한국외국어교육학회
• 저자명: Park, Punahm
• 간행물 정보: 『한국외국어교육학회 학술대회 자료집』2018년 한국외국어교육학회 학술대회, 131~132쪽, 전체 2쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.10.30

영문 초록

This study investigated the effects of a mobile-mediated flipped learning program utilizing Kakao platform for Art-major college students. Social Network Services such as Facebook, Band, KakaoTalk, Ning allow users to access digital information, create artifacts, and interact and collaborate in virtual communities (Kaplan & Haenlein, 2010). At little or no cost to the educational institution, SNS platforms can be integrated with classroom instruction in ways that support communication among students. A number of studies have made claims regarding the benefits of using SNS platforms in language learning. Several studies on the use of mobile platforms in higher education found a significant positive impact on student motivation (Lampe, Ellison, & Steinfield, 2008). Teotenel (2014) examined the impact of the use of the SNS platform Ning in on cohesion and learner-to-learner interaction among participants. This research integrated the platform learning into a language learning classroom for art college students. In order to analyze the language improvement and students’ perceptions on the platform-mediated flipped learning model, the researcher examined the following three questions: 1) whether a mobile-mediated FL program had impacts on Art college students’ English skills; 2) participants’ perceptions of the program, both in terms of its impact on their linguistic skills and in (motivation); and 3) How did the students perceive the platform selected for the flipped learning treatment. The researcher developed and implemented a 15-week English communication program and administrated the pre- and post-questionnaire, and the pre- and post-English proficiency test to 22 students. For the in-depth research, the researcher observed the students’ activities in the class and interviewed the students’ experiences on using KakaoTalk platform. The results showed that there was no statistically significant improvement in the speaking skill. Overall, the questionnaire and interview data revealed positive perceptions of KakaoTalk-mediated flipped classroom. By utilizing Kakao platform, the students enhanced not only their interest in English learning but not for their speaking ability through their flipped learning. The findings indicate that the students had positive perspectives towards the mobile-mediated flipped learning. The students’ enhancement on the motivation was supported with the help of the well-prepared video lectures and the student-centered class activities and the teachers’ feedback.