TedED를 적용한 Flipped Learning 기반 영어 강독 수업에 대한 학습자 인식

Abstract

The purpose of this paper is to explore the responses toward the TedED-based English reading class through flipped learning. In this research, the researcher implemented flipped learning using videos in TedED. A total of 27 students participated in the study. Throughout the semester, students were required to watch six TedED videos prior to the class. While they were watching the videos, they were required to find the definitions of unknown words, summarize, and find related articles. During the classroom, students were engaged in classroom discussion, problem-solution activity, and group discussion. According to the results, students noted that watching the related TedED videos prior to the class was helpful in broadening their lexical knowledge and schema. Regarding TedED as an English learning tool, the students found it helpful due to its various animations. It was also noted by learners that various topics and scripts can be useful in self-directed learning, thus, implementation of TedED as pre-learning materials in flipped learning classroom can be effective and useful in learning English.