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