Using a Video Lecture and Online Discussion to Flip an EFL Pronunciation Class

• 발행기관: 영상영어교육학회
• 저자명: Copeland, Charles
• 간행물 정보: 『STEM Journal』20권 4호, 121~145쪽, 전체 25쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2019.11.30

영문 초록

This case study explores the flipped classroom and how it can be used to allow for more activities in the English as a foreign language (EFL) classroom allowing students the opportunity to practice their pronunciation while the teacher was present. The study surveyed 82 university EFL students about their perceptions of various activities which made up the online and in-class portions of the course. Bloom’s Taxonomy of Educational Objectives (Krathwohl, 2002) and the Community of Inquiry (Garrison, Anderson, & Archer, 1999) informed the design of the course delineating what should be flipped from the classroom. Students were given a mixed methods survey which was analyzed through descriptive statistics and analysis of the comments. While the majority of the students enjoyed the flipped classroom, there were a number of resistors. The survey revealed that the students liked the in-class activities, the online videos, and the online quizzes. This indicates that a higher level of Bloom’s Taxonomy of Educational Objectives was perceived as being reached. However, the students had reservations about the online discussion indicating that Community of Inquiry was not being fully realized. Students also had some reservations about the amount of in-class lecture, and the use of the technological system.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHODOLOGY

IV. RESULTS

V. DISCUSSION

VI. CONCLUSIONS AND LIMITATIONS

REFERENCES

키워드

flipped classroom Bloom’s taxonomy of educational objectives community of inquiry student perceptions pronunciation