Using Flipped Classroom to Improve the Korean Reading Ability and Learning Motivation of First-Year Korean Students

Abstract

The traditional classroom model no longer meets students' academic needs. Flipped Classroom offers a more innovative approach by allowing students to grasp knowledge before class. This study aims to determine the effectiveness of Flipped Classroom teaching methods for improving students' Korean reading ability and learning motivation among Korean Major students. This is an experimental research design. Forty first-year undergraduate students at a university in China were participated in this study. We adopted a two-group post-test design, with a Flipped Classroom for experimental group students, and traditional face-to-face teaching methods for control group students. Each group consisted of 20 students. The independent sample t-test was used to analyze the data. The descriptive statistics revealed that the mean score of reading ability for experimental group was 81.95 (SD=6.91661), and control group was 79.05 (SD=9.05815). While, for learning motivation score, the experimental group obtained 4.5 (SD=0.25597) and control group was 3.6214 (SD=0.32203). The independent sample t-test results revealed that there is a significant difference between two groups in reading ability and learning motivation, with p=0.04 and t=-2.119 for reading ability, and p= <0.001 and t=-9.551 for learning motivation. Scores of the experimental group are higher than those of the control group. Through this study, the Flipped Classroom teaching model is conducive to improving reading ability and learning motivation. For better Flipped Classroom effects, adding various teaching activities will mobilize students' learning motivation. Gathering students’ learning experience and feedback for continues improvement is also necessary.

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Author Information
Jun Wang, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Jirarat Sitthiworachart, King Mongkut’s Institute of Technology Ladkrabang, Thailand