University instructors of Korean Language in the Korean as a Foreign Language (KFL) environment have common difficulties, such as lack of Korean exposure, insufficient time for class, practice, and activities, and level difference of Korean learners. However, ways to overcome these problems have not been researched. Hence, this study suggests applying a flipped learning Korean language classroom for Korean education at the universities in KFL environment. According to previous studies, applying flipped learning in the classroom is effective in enhancing self-directed learning, encouraging in-depth study, and stimulating interaction between the learners and the teacher. These studies imply that it would be possible to use face-to-face class time more efficiently, reduce the level gaps between learners, and conduct more activities when applying flipped learning in the Korean classroom at universities in foreign countries. The purpose of this study is to develop a flipped Korean teaching and learning method to solve the problems for universities in foreign countries, and to determine the educational effectiveness of applying flipped learning approach through quantitative and qualitative research.
To examine how to acquire Korean language through flipped learning, this study examines several second language acquisition theories; Focus on Form, Input Hypothesis, Processability Theory and Sociocultural Theory. In the pre-class stage, the focus on form approach is applied, such as consciousness raising tasks, input flood, input enhancement, and input process instructions. During class, task-based activities can be used to enhance interaction between teacher and learners.
As for the relation between the affective variables and the flipped learning approach, self-efficacy of learners can be increased in the pre-class stage because they can apply this acquired knowledge as they participate in classroom activities. This maintains motivation, and decreases foreign language anxiety. Therefore, if affective variables of learners who were taught by the flipped learning approach would show meaningful changes, then it could mean that flipped learning was effective in second language acquisition.
Action research was conducted to solve the problems of universities in the KFL environment. As a pilot study, the flipped learning approach was applied to a ‘Korean through Media’ course at the Hong Kong Polytechnic University during semester 1, 2015/16. The subject was developed according to ADDIE model, and the course evaluation showed that there was an energetic interaction between teacher and learners, and students had more chances to speak Korean and conduct activities in class. However, some students pointed out pre-class workload was too heavy because students have additional assignments after the class. Reflecting the students’ feedback, action research was conducted over a period of 2 years and 7 months (seven semesters), to three courses; ‘Intermediate Korean I’, ‘Intermediate Korean II’, and ‘Korean through Media’ until the problems were solved. The action research has been conducted following the process; selecting a focus, identifying research questions, taking informed action, evaluation. recognizing the problem-plan-action-evaluation and introspection.
To determine how the flipped learning approach would effect affective variations, surveys were conducted three times 44 Hong Kong Polytechnic University students who take ‘Intermediate Korean I’ and ‘Korean through Media’ during semester 1, 2017/18. An online survey was distributed with 78 questions; 10 for personal information, 8 for self-efficacy, 4 for situational interest, 15 for achievement goal orientation, 4 for endogenous instrumentality, 4 for exogenous instrumentality, and 33 for foreign language anxiety. The result shows that the only significant variable is self-efficacy and other variables are not statistically significant. However, through qualitative research, investigation showed that situational interest, goal mastery, and foreign language anxiety were effective.
The result of this study suggests that the flipped learning approach can be applied to the places which have similar difficulties in the KFL environment. Therefore, it is necessary to develop flipped learning teaching and learning guideline and introduce for teachers at the KFL universities.
This study is unique because it shows how to develop Korean language courses by applying a flipped learning approach and tries to clarify the effectiveness of flipped learning through long-term experimental research.
It is expected that more foreign universities can apply flipped learning approach to Korean language courses for successful Korean language acquisition. I hope this study can be a baseline data for those who have difficulties teaching Korean language at foreign universities.