Abstract
The purpose of this study is to investigate the impacts of the flipped learning-based extracurricular English resume-writing program in order to suggest various models for extracurricular English programs and to improve Korean EFL college students’ career planning as well as professional communication skills in global settings. Following the flipped learning approach, the students watched a video lecture on writing effective resumes prior to the in-class activities. During the in-class activities, the students completed a quiz that tested their understanding of the content presented in the video lecture, and then the students created a resume in pairs in response to a job advertisement with the support and feedback of the instructor. Each student also created the resume that they would like to have in four years’ time and provided and received feedback in a peer review session. The data from 50 participants who completed resumes before and after the course and post-survey questionnaires were analyzed. Analyses revealed that the program positively affected students’ English resume-writing skills, increased their confidence, and offered opportunities for their career planning. Given that little research examining the effects of a resume-writing course has been carried out, this study contributes to the literature in terms of providing empirical evidence of its effectiveness and suggests a desirable model for an extracurricular English program. This study also offers pedagogical implications for Korean EFL students in that including specific, quantifiable details in the experience section of a resume should be emphasized in future similar programs.
Published Version
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