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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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This study moved onto online fully and conducted flipped learning at university English composition courses. The purpose of this study is to examine changes that flipped learning in a college fully online setting makes in students’ English writing performance and affective domains (self-directed learning attitude and writing anxiety). For the purposes of this study, group and individual writing samples were collected at the beginning and end of the semester in the spring of 2021. In the same manner, questionnaires from 46 students were gathered twice. The data was analyzed by using paired samples t-test to look into differences in writing performances and responses in the questionnaires. Additionally, focus-group interviews were conducted. The results of the study, first, indicated that there were significant differences in students’ writing performances except for ‘mechanics’ component for group writing. Next, significant changes were revealed in self-directed learning attitude except for ‘self-directedness’ sub-construct, and writing anxiety. In conclusion, fully online flipped learning was, in general, found effective in English writing, self-directed learning attitude, and writing anxiety. Pedagogical implications are discussed for teachers interested in implementing flipped learning in a fully online setting.
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