The Effectiveness of Flipped Learning Model on Korean Language Learning as a Foreign Language: Speaking Class in a University Level

Abstract

This study aims to investigate the effectiveness of flipped learning model on Korean speaking learning as a foreign language at a university. The sample of this study consisted of 29 college students who were in their second year majoring in Korean language and literature. The responses and test grades of the students were compared and analyzed through questionnaire surveys and exam results. Both the flipped learning method and the traditional teaching method were used for this experiment. In the first week, students were oriented with the program, and the traditional teaching method classes were conducted for the first four weeks. After that, a questionnaire survey and a midterm exam were conducted. Subsequently, during the next four weeks, flipped learning teaching was used to the same students. After finishing the flipped learning class, a second questionnaire survey and final exam were conducted. In the last week, a general evaluation of this study was conducted that allows the students to present freely and have one-on-one interviews with the students. The study result indicates that the flipped learning method was effective for Korean speaking learning because not only did it improve the student’s grades, it also improved their learning motivation, learning engagement, and communicative competence in Korean.