비대면 영어독해 수업에서 플립러닝이 학업성취도와 읽기 동기에 미치는 영향

Abstract

This study examined the effects of a flipped learning model on college students" English reading proficiency and reading motivation in a non-face-to-face learning environment. The experimental group (n = 26) received online pre-class instruction and real-time main class instruction using a flipped learning approach, while the control group (n = 24) received traditional lecture-based instruction during real-time classes. Both groups completed English reading comprehension tests and reading motivation questionnaires before and after the treatment. Results indicated that the flipped learning model significantly improved the English reading proficiency of low-achieving learners and positively influenced learners" intrinsic and extrinsic motivation, as well as English learning efficacy. The study sheds light on the scalability and limitations of flipped learning-based instruction in non-face-to-face online classes and provides a foundation for designing and implementing flexible instructional models in higher education post-COVID-19.