Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
권호 표지
DOI QR코드

DOI QR Code

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

외국인 유학생 대상 한국어 말하기를 위한 플립러닝 수업 개발 및 적용 효과: 말하기 관련 정서적 요인에 대한 효과를 중심으로

  • Received : 2020.08.06
  • Accepted : 2020.10.20
  • Published : 2020.10.28
Download PDF
⟨ Previous Next ⟩

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.

본 연구는 외국인 학부생들을 대상으로 한국어 말하기 수업을 플립러닝으로 설계하여 적용하고, 말하기 관련 정서적 요인에 미치는 영향과, 한국어 말하기 효능감을 높이기 위해 필요한 경험이 무엇인지에 대한 그들의 인식을 알아보는데 그 목적이 있다. 이를 위하여 신입생 대상 '창의적 말하기' 과목을 플립러닝으로 재설계하여 한 학기 동안 운영하였다. 말하기 관련 정서 요인에 대한 효과를 분석하기 위해 26명의 외국인 유학생들을 대상으로 말하기 효능감, 말하기에 대한 부정적 인식과 신체 증상, 그리고 청중 의식에 대하여 사전-사후 검사를 하고 그 차이에 대한 대응표본 t검증을 실시하였다. 또한 '말하기에 대한 자신감 향상을 위해 필요한 경험'에 대한 인식을 조사하고 내용분석을 실시하였다. 분석결과, 플립러닝 후 학생들의 말하기 효능감은 유의미하게 향상되었다. 이는 플립러닝이 외국인 학부생의 한국어 말하기에 대한 긍정적 정서를 높이는 데에 효과가 있음을 의미한다. 또한 유학생들은 한국어로 말하기 연습을 하고, 한국인 동료와 같이 학습함으로써 한국어 말하기 자신감을 높일 수 있다고 인식하고 있었다. 이런 결과를 바탕으로 몇 가지 논의와 제언을 제시하였다.

Keywords

References

  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
  4. 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. https://doi.org/10.15207/JKCS.2019.10.5.351
  5. K. O. Jang. (2018). Convergence Research on Academic Adjustment of Foreign Students. Journal of the Korea Convergence Society, 9(11), 169-177. https://doi.org/10.15207/JKCS.2018.9.11.169
  6. 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.
  7. Y. J. Seo. (2019). A study on the speaking self-efficacy constructs of highschool students. Korean Language Education, 135, 185-213.
  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. https://doi.org/10.22557/HG.2017.12.318.221
  11. 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.
  12. 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. https://doi.org/10.18209/iakle.2019.30.3.83
  13. J. B. Choi. (2016). Development and implementation guide for problem-solving subjects : Focus on TIPS-FL (Flipped Learning) subject. Innovation Institution, Sunmoon University.
  14. J. W. Park. (2014). A Study of Flipped Classroom Model for Large-scale Korean Language Teaching Method. Bilingual Research, 57, 75-102.
  15. K. H. Kim. (2015). Korean Lexical Learning Possibility based on Flipped Learning : Focused on "Collocation". Grammar Education, 24, 29-56
  16. K. H. Kim. (2016). Grammar Educational Application of Flipped Learning : Focused on Model Development. Grammar Education, 26, 157-186. https://doi.org/10.21850/kge.2016.26..157
  17. Y. S. Hong. (2015). Korean Culture Education Applying "Flipped Learning". Humanities Research, 20, 85-110.
  18. 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. https://doi.org/10.19042/kstc.2017.10.1.165
  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. D. Y. Bai. (2015). A case study of the Flipped Learning classes at the university. Urimal, 41, 179-202. https://doi.org/10.18110/urimal.2015..41.179
  22. 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.
  23. 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. https://doi.org/10.24159/joec.2017.23.4.333
  24. S. S. Kim. (2017). A Study on Using Flipped Learning in Korean Language Classroom. Journal of Education & Culture, 23(1), 529-550. https://doi.org/10.24159/joec.2017.23.1.529
  25. 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. https://doi.org/10.25150/dongak.2017..72.003
  26. 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. https://doi.org/10.21716/TKFL.46.53
  27. 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. https://doi.org/10.1037/0022-0167.46.4.461
  28. A. Bandura. (1986). Social foundation of thought and action: A social cognition theory. Englewood Cliffs, NJ; Prentice-Hall.
  29. K. H. Lim. & W. Lim. (2014). Educational Psychology for School Learning Effect. Seoul : Hakjisa.