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Flipped Classroom as a Paradigm Shift for Teaching
EFL in Korea
Heyoung KimChung-Ang University, Seoul, Korea
Asia TEFL-FEELTA 2016 Conference
30 June – 2 July 2016
Learning EFL in the 21st Century Korean Classroom
Current Issues on EFL in Korea
• According to the recent survey report(Jung 2015),
990 Korean middle and high school students answered
Q) Are you satisfied with your English class?
No 67.5%
Q) Which skill is the most emphasized in your English class?
Grammar 58.4%
Speaking 9.5%
Q) Which skill do you think the most important for learning
English?
Speaking 44.1%
18.5% Grammar
• According to the recent survey report(Jung 2015),
990 Korean middle and high school students think
Q) Learning English in school is not enough to develop
English proficiency
I agree 68.7%
Q) Private lesson helps me study English in school
I agree 84.4%
Q) Do you want to take private lessons for learning English
Yes 73.2%
Current Issues on EFL in Korea
• Korean students are not satisfied with their English class
• English class does not meet their needs.
• They think school English education is not enough.
• Substantial portion of class time is used for delivering
linguistic knowledge.
• Teacher-centered instruction is still common
• There seems no interactive communication opportunity in
class.
These identical
problems have been
discussed for 50
years in Korea
Why?
testing
Teacher beliefs
Top-down policies
Private education
Flipped Classroom(FC)
Flipped Classroom in South Korea
• Bottom-up new teaching movement
• online Korean teacher community, titled “mirae gyoshil network (Future Classroom Network)” Future Classroom Network https://www.futureclassnet.org/
Flipped Classroom in South Korea
• “goegguro gyosil ui mabeop” (The magic of flipped classroom) was introduced in special documentary TV program through Korean public Broadcasting Service (KBS) in 2012
Flipped Classroom in South Korea
• Since 2015 dissertations and thesis were published about FC in Korea
• Since 2014 research articles were published about FC in Korea
• EFL FC studies were published in KCI indexed journals since 2015 for just one year
• MA thesis were published about FC
83
167
21
8
Flipped Classroom(FC)
• online lecture is provided for take-home, and more class time is spent for meaningful interaction among, such as collaborative activities, group discussions, or feedback exchanges
Asia TEFL-FEELTA 2016 Conference 30 June – 2 July 2016
FC is
not just a technique or
method, but a
Lecture at home Homework in class
Pedagogical approach
Educational Changes by FC
• classroom is no longer the place where knowledge is delivered by the teacher: teacher-centered lecture is moved out of the classroom.
• classroom is the place where learning is effectively achieved by collaborating with peers.
• schooling is not confined by time and space. The idea of ‘seamless learning’ or ‘borderless can be realized by blended learning
• the learning center shifts from teacher to learner. The role of teachers and students were redefined.
The role of FC in learning languages
•What is effective FC in EFL classroom?
•What should be flipped?
Input online vs. Output offline
Lecture online vs activity offline
Other approaches
Input online vs. Output offline
• authentic reading materials for writing class ( webb, Doman, & Pusey, 2014, Leis, 2015)
• sample demos (situation movies, pop songs, famous speeches) for speaking tasks (Agustin & Kumalarini, 2015;Kim 2010), for idiom (Chen Hsieh, Wu, & Marek, 2016) or grammar lesson (Ahmed, 2016)
• topic-related resources for inclass discussion (Leis, 2016), for project-based learning (Peters et al. 2015)
Online Offline
Lecture online vs activity offline
• Writing tutorial (webb, Doman, & Pusey, 2014; Leis, Cooke, & Tohei, 2015)
• grammar instruction (Ahmed, 2016)
• task directions for inclass session (Pérez, & Riveros, 2014; Angelini, 2016)
• ICT lesson (Ganapathy, 2016)
Online Offline
Other EFL FC approaches
• Running online discussion board(Leis, 2015), SNS feedback exchanges
• comprehension exercises (Webb, Doman, & Pusey, 2014)
• productive outcomes such as audio recording, online writing project
• providing self-access web resources
Two Cases: FC in college EFL
College English:
Input-output model
College subject class: lecture-activity model
1)College subject class: lecture-activity model
Class A (Spring, 2015) Class B (Fall, 2015)
Titles ICT and Autonomy in
Language Learning
Use of Multimedia in English
Language Teaching
Types Content-based ESOL CALL theory & Practice (subject
course)
What to
flip
Computer practice &
Project direction
SLA &CALL theories & Practice
Number of
online
lectures
6 mini ICT lessons + 2
theory lectures+ Online
video resources (from
Youtube)
15 theory lectures + 10 ICT
lessons + Other online video
resources (from Youtube)
Class
language
English Korean + English
1)College subject class: lecture-activity model
Home (before/ after class) In class (during class)
• Reading
• Lecture
• Online discussion
• Computer Practice
• Longer and more in-depth discussion
• Group Activities & Oral Presentations
• Brief CALL resource reviews (mobile-based)
Redesigned FL Courses (Spring & Fall, 2015)
1)College subject class: lecture-activity model
16.7
23
14.512.5
15.3
30 30
9
0
5
10
15
20
25
30
35
Class A discussiontime/session
Class A presentationtime/session
Class B discussiontime/session
Class Bpresentation/session
Traditional Flipped
Class A Class B
1)College subject class: lecture-activity model
Student’ perceived benefits (from open-ended questions)
FC is convenient
- Unlike other courses,
I can study when I feel
like doing it
FC is effective
- It was unfamiliar, but I think it’s flexible learning.
- I could discuss more, and I can practice individually. These are very effective.
- I was able to listen again to what I missed.
- I did more discussion and activities which seemed to be beneficial for me.
1)College subject class: lecture-activity model
Student’ perceived challenges (from open-ended questions)
FC requires students’ responsibility and self-regulation
- I see many students who don’t work hard online
- More restriction is required. For example, require comments after
watching video lectures.
- Quizzes are not enough. Other assignments are needed for online
class.
2) College English: Input-Output model
10 ESL courses (2010)
Titles College English I & II
Types Task-based ESL
What to flip Reading and listening tasks
Number of onli
ne sessions
Web-based reading materials + three videos for pre-t
ask/per week
+ one video resources for listening tasks (from Youtub
e)/per week
Class language English
2) College English: Input-Output model
Traditional College ESL vs. Flipped College ESL
Session I
(Online)
Session II
(Classroom)
Session III
(Online)
Session IV
(Classroom)
Session I
(Classroom)
Session II
(Classroom)
Reading instruction
+ writing + discussion
Input
reading tasks(authentic
reading and writing)
Output
speaking tasks
(pair & group
work)
Input
listening tasks
(watching video +
comprehension
exercises)
Output
speaking tasks
(presentation)
Traditional
Flipped
• 3 hours
• Reading & writing
• 5-7 hours
• 4 skills (esp.
speaking)
2) College English: Input-Output model
8 ESL courses
Titles College English I & II
Types Task-based ESL
What to flip Reading and listening tasks
Number of onlin
e sessions
Web-based reading materials + three videos
for pre-task/per week
+ one video resources for listening tasks
(from Youtube)/per week
Class language English
2) College English: Input-Output model
Time spent to study
College English
Pre Post
Frequency % Frequency %
None 1 0.2 2 1.6
Less than 1 hour 224 45.6 26 21.0
Less than 2 hours 131 26.7 53 43.1
Less than 3 hours 58 11.8 28 22.7
Less than 4 hours 36 7.3 6 4.9
Less than 5 hours 18 3.7 3 2.5
More than 5 hours 23 4.7 5 4.1
Total 491 100.0 123 100.0
2) College English: Input-Output model
Q. How much did you study weekly to prepare for
this course ?
2) College English: Input-Output model
Q. How long do you speak with others in English
per session (75 min.)?
2) College English: Input-Output model
Student perceived improvement
.
This course helps my English
proficiency in general
This course helps my speaking
ability
Frequency % Frequency %
1.Never 3 2.4 3 2.4
2.rarely 7 5.6 7 5.6
3.some 52 41.9 45 36.3
4.much 50 40.3 57 46.0
5.Very much 12 9.7 12 9.7
TOTAL 124 100.0 124 100.0
Average 3.548
Thank you!Q & A