대학교 영어수업에서의 과업 중심 플립러닝이자기조절학습에 미치는 영향

• 영문명: Effects of task-based flipped learning on self-regulated learning at an EFL university class
• 발행기관: 한국외국어교육학회
• 저자명: 안윤영(Yun-yeong Ahn) 표경현(Kyong-hyon Pyo)
• 간행물 정보: 『Foreign Languages Education』Vol.32 No.1, 151~173쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.03.31

국문 초록

This study aims to see if task-based flipped learning (TBFL) can be effective in developing university students’ self-regulated learning. The specific research question is: Does TBFL have a positive impact on learners’ self-regulated learning attitude in cognitive, motivational, and behavioral domains? The research took place at a university English class where a total of 12 students participated for 15 weeks in the fall semester of the year 2023. In order to answer the research question, the self-regulated learning attitude inventory was used along with focus-group interviews and class observation. Due to the limited number of participants, frequency analysis was made for the quantitative data. Major findings were revealed as follows: Firstly, a high level of self-regulated learning attitude was found in all factors in the cognitive domain except for ‘Planning and Monitoring.’ Secondly, positive responses shown in the entire factors in the motivational domain led to greater interest and self-efficacy. Lastly, in the behavioral domain, positive responses were revealed except for ‘Time Management & Environment Setting,’ which seems to be related to the problems found in the cognitive domain’s ‘Planning and Monitoring.’

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과 및 논의

Ⅴ. 결론 및 함의

참고문헌

키워드

플립 러닝 과업중심 교수법 자기조절학습 대학영어 학습자 flipped learning task-based language teaching self-regulated learning college English learners