Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
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Investigating the Effects of Corrective Feedback about Learners' English Writing through Flipped Learning on English Improvement and the Factors Influencing Class Satisfaction

플립러닝 기반 영어수업의 글쓰기 과제에 대한 오류수정 피드백이 영어 성취도에 미치는 영향과 수업 만족도 예측요인 규명

  • Received : 2020.07.07
  • Accepted : 2020.09.20
  • Published : 2020.09.28
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Abstract

This study aims to examine the effects of CF about learners' English writing through FL on English improvement and the factors that influence class satisfaction. For achieving this purpose, response to CF and feelings about CF were selected as predictive variables. It is intended to investigate how these variables predict learners' satisfaction. A total of 94 university students were placed into two groups: 48 experimental group, who received CF on their writing through FL, and 46 control group given traditional instruction. All the participants took pre/post tests including writing tasks, and the experimental group completed a questionnaire after the instructional treatment. The findings indicated that FL affected English improvement and both response to CF and feelings about CF predicted class satisfaction. Based on the findings, this study sheds light on the implications of how to manage the FL class efficiently.

본 연구의 목적은 플립러닝 모형을 적용한 영어수업에서의 글쓰기 과제에 대한 오류수정 피드백이 학습자의 영어 성취도에 어떠한 영향을 미치는지를 파악하고, 수업 만족도에 영향을 미치는 요인이 무엇인지를 규명하는 것이다. 본 연구를 위해 수업 만족도를 예측하는 요인으로 오류수정 피드백에 대한 반응과 감정을 선정하고, 이들의 예측력을 규명하였다. 연구 참여자들은 94명의 대학생으로 두 개의 집단인 플립러닝을 적용한 실험집단 48명과 전통적 교수법을 적용한 통제집단 46명으로 나누어 평가시험과 글쓰기 과제를 사전·사후로 실시하고, 수업 처치 후 실험집단을 대상으로 설문조사를 진행하였다. 연구 결과를 살펴보면, 플립러닝을 기반으로 한 수업 방법이 학습자의 영어 성취도 향상에 유의미한 영향을 미치는 것으로 나타났으며, 오류수정 피드백에 대한 반응과 감정 모두 수업 만족도를 유의미하게 예측하는 것으로 나타났다. 이러한 결과를 근거로, 본 연구에서는 플립러닝형 수업의 효율적인 운영을 위한 방안을 제안하고자 한다.

Keywords

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