Browse > Article
http://dx.doi.org/10.14400/JDC.2020.18.10.051

The effects of Flipped learning on Korean Language Speaking Skills focused on Foreign College Students  

Sim, Hyeon-Ae (Faculty of Liberal Arts, Sunmoon University)
Kim, Kyung Yun (Institute for General Education, Korea University)
Publication Information
Journal of Digital Convergence / v.18, no.10, 2020 , pp. 51-58 More about this Journal
Abstract
This study redesigned the Korean speaking classes to foreign undergraduate students as flipped learning classes and verified their effect on speaking-related emotional variables. In addition, international students' perceptions of what experiences are needed to improve speaking efficacy in Korean were examined. For this purpose, the 'Creative speaking' subject for freshmen was redesigned to flipped learning class and operated for one semester. To analyze the effect of speech-related emotions, a paired t-test was conducted on 26 foreign students' pre-post scores of speech efficacy and anxiety. Also awareness of experiences needed to improve speech efficacy was surveyed and content analysis was conducted. As the result, the speaking efficacy of students after flipped-learning has been significantly improved. This means that flipped learning classes for the Korean speaking are effective for the positive emotions of foreign students speaking Korean. In addition, international students perceived that Korean speaking efficacy can be improved by practicing speaking in Korean, learning with Korean colleagues. Based on these results, several discussions and suggestions were presented.
Keywords
Information Technology Convergence Education; Foreign Undergraduate Students; Efficacy of Speaking Korean; Flipped Learning; Instructional Development;
Citations & Related Records
Times Cited By KSCI : 6  (Citation Analysis)
연도 인용수 순위
1 Ministry of Education & Korean Educaion and Research Information Service. (2017). 2017 Educational Statistics : Key Indicators. Retrieved July 10 from https://kess.kedi.re.kr/publ/view?survSeq=2017&publSeq=59&menuSeq=0&itemCode=02&language=
2 Ministry of Education & Korean Educaion and Research Information Service. (2019). 2019 Educational Statistics : Key Indicators. Retrieved July 10 from https://kess.kedi.re.kr/publ/view?survSeq=2019&publSeq=59&menuSeq=0&itemCode=02&language=.
3 I. S. Kim & K. M. Choi. (2017). A Fusion Program of Tea Ceremony and Applications to Reduce the Cultural Adaptation Stress of Chinese Students in Korea. Journal of the Korea Convergence Society, 8(12), 445-450, DOI : 10.15207/JKCS.2017.8.12.445   DOI
4 Y. J. Seo. (2019). A study on the speaking self-efficacy constructs of highschool students. Korean Language Education, 135, 185-213.
5 S. H. Park. (2019). A Convergence Study on the Cultural Adaptation Stress and Self-Efficacy on Career Preparation Behavior of Foreign Students. Journal of the Korea Convergence Society, 10(5), 351-357.   DOI
6 K. O. Jang. (2018). Convergence Research on Academic Adjustment of Foreign Students. Journal of the Korea Convergence Society, 9(11), 169-177.   DOI
7 Y. R. Cho, M. K. Lee, & S. H. Park. (1999). A Study on the Reliability and Validity of the Korean Version of Speech Anxiety Scale. The Korean Psychological Association, 18(2), 165-178.
8 K. Y. Han. (2016). A Study of Development and Validation of Scale on Speech Anxiety. Master's Thesis, Korea National University of Education.
9 K. Y. Han & S. K. Choi. (2019). A study on validation of inspection tool for high school students' speaking anxiety using Rasch rating model. Journal of ChoengRam Korean Language Education, 60, 43-73.
10 Y. H. Kim. (2017). A study on correlation among learning anxiety, learning strategy, and evaluation results in Korean speaking section. HAN-GEUL, 318, 221-242.   DOI
11 X. Tong. (2017). A Study on the Applicability of Flipped Learning in Oral Korean Teaching in China : Based on the Current Oral Korean Teaching in China's Higher Institutions. Ratio et Oratio, 10(1), 165-193.   DOI
12 K. H. Kim. (2015). Korean Lexical Learning Possibility based on Flipped Learning : Focused on "Collocation". Grammar Education, 24, 29-56
13 K. H. Kim. (2016). Grammar Educational Application of Flipped Learning : Focused on Model Development. Grammar Education, 26, 157-186.   DOI
14 Y. S. Hong. (2015). Korean Culture Education Applying "Flipped Learning". Humanities Research, 20, 85-110.
15 D. Y. Bai. (2015). A case study of the Flipped Learning classes at the university. Urimal, 41, 179-202.   DOI
16 H. J. Park. (2018). Writing anxiety in L1 and L2 of Korean for academic purpose learners and its correlation with their academic performance : With a focus on intermediate level learners. Journal of The Society of Korean Language and Literature, 83(0), 142-176.
17 S. K. Oh & J. H. Kim. (2019). Analysis of correlation between learning anxiety and achievement test of Korean learners. Journal of Korean Language Education, 30(3), 83-103.   DOI
18 J. B. Choi. (2016). Development and implementation guide for problem-solving subjects : Focus on TIPS-FL (Flipped Learning) subject. Innovation Institution, Sunmoon University.
19 Y. J. Seo & E. J. Jeon. (2010). A study on speech anxiety of high school students : Focus on correlation between oral communication component and speech anxiety. Journal of CheongRam Korean Language Education, 42, 209-242.
20 Y. I. Cho.i (2013). Aspects on Audience Consideration of High School Student Speakers' persuasive speaking: centered on male high school students' data. Journal of Korean language education research, 47, 387-421.
21 S. H. Lee. (2015). Teaching of Korean Grammar Using Flipped Learning -Focus on the Korean grammar class as a liberal arts subject. The language and Culture, 11(2), 221-262.
22 K. Lee & Y. Yun. (2017). A study on flipped-learning-based grammar teaching method to improve Korean speaking ability. Journal of Education & Culture, 23(4), 333-361.   DOI
23 J. W. Park. (2014). A Study of Flipped Classroom Model for Large-scale Korean Language Teaching Method. Bilingual Research, 57, 75-102.
24 S. S. Kim. (2017). A Study on Using Flipped Learning in Korean Language Classroom. Journal of Education & Culture, 23(1), 529-550.   DOI
25 K. H. Lim. & W. Lim. (2014). Educational Psychology for School Learning Effect. Seoul : Hakjisa.
26 G. A. Le.e (2017). A Study on a Writing Instruction Model Using Flipped Learning for Foreign Students. Journal of Dong-ak Language and Literature 72, 61-95.   DOI
27 Y. H. Woo. (2017). A study on flipped learning-based Korean elementary grammar teaching model development and its effect : Centered on Korean leaners in university of China mainland. Teaching Korean as a Foreign Language, 46, 53-83.   DOI
28 P. L. Smith & N. A. Fouad. (1999). Subject-matter specificity of self-efficacy, outcome expectancies, interests, and goals: Implications for the social-cognitive model. Journal of Counseling Psychology, 46(4), 461-471.   DOI
29 A. Bandura. (1986). Social foundation of thought and action: A social cognition theory. Englewood Cliffs, NJ; Prentice-Hall.