Abstract
This chapter examines how the Flipped Classroom (FC) can transform a Korean English as a Foreign Language (EFL) Classroom from a teacher-driven environment into a communicative student-centered classroom. It explores the transformations of Grade 9 English classes consisting of 1 teacher and 100 male students in Seoul, South Korea. The study employs a mixed quantitative and qualitative research approach in order to uncover changes in classroom interaction patterns, English language learning, and perceptions of the teacher and students.
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Notes
- 1.
- 2.
The File Transfer Protocol (FTP) router enables the connection and sharing of electronic files between devices in a set range.
- 3.
TOSEL is a standardized English test developed by Korean scholars with the purposes of assessing and certifying English proficiency. The test consists of a total of 60 questions of multiple-choices: 30 questions for listening and speaking and additional 30 questions for reading and writing.
- 4.
A total of 36 questions (i.e. 18 questions for each section) were assigned to the students with a time length of 45 min.
- 5.
Mostly, a lecture video is created as a means of a direct instruction outside of the classroom. However, any types of resources can be used.
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Appendices
Appendix 1: Reading Activity (‘Spilled Milk’): A Sample of Student Work
Appendix 2: Writing Activity (‘I Am a Poet’) Worksheet
Appendix 3: Writing Activity (‘I Am a Poet’): Samples of the Student Works
Student 1
Student 2
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Lee, B., Lim, S.H. (2020). A Flipped English Class in a Korean Middle School: Changes in English Language Teaching, Classroom Interaction, and Learning Outcomes. In: Walker, Z., Tan, D., Koh, N.K. (eds) Flipped Classrooms with Diverse Learners. Springer Texts in Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4171-1_5
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