Effects of Flipped Learning-Based Coaching Class Activities on the Perception and Class Satisfaction of College English Learners

Abstract

This study aims to find out the perception and overall class satisfaction of learners based on their involvement in coaching class activities from a flipped learning-based program. This study also hopes to derive some implications from its results for future class improvement. For this purpose, the class was divided into coaching classes and lecture classes for first-year students taking liberal arts English at university and was conducted twice a week for 15 weeks. The results of the study are as follows: First, the activity that the students were most interested in regarding the 'reading' item in their learning journals of the flipped learning-based coaching class was something called 'question and answer'. By examining 1,400 questions and answers, we found an increase in not only the quantitative expansion of learning, but also in the motivation and confidence levels on the part of the students as well. Second, we found that self-coaching caused the students to engage in the sternest sort of reflection when it came to summary writing in their coaching journals. Moreover, peer coaching advanced from postevaluation of guided writing to in-depth coaching, such as is seen in sentence power (mechanics, vocabulary, grammar), and discourse. Third, class satisfaction with flipped learning-based classes was not statistically significant. Coaching and lecture-style classes scored the positive points of 3.87, 3.94 each according to five scales, especially in terms of class content, teaching method, and progress. Fourth, both groups chose flipped learning classes at a rate of 68.75% and 64.51%, respectively, as their preferred method of teaching going forward. Finally, regarding their preferred media for learning, the students chose Papago and Naver dictionaries. This suggests that it is necessary for instructors to set guidelines as auxiliary tools and as a practical routine of automatic translators. Based on the results of this study, the necessity of the simultaneous implementation of the two groups of learning journals, balanced distribution of tasks imposed on learners, activation of Q&A in non-face-to-face classes and continuous motivation, and the need for a consensus relationship between liberal arts English and the chosen majors of the students were suggested.