To Flip or Not to Flip: A Comparative Study on Flipped, Blended, and Conventional Learning in EFL Korean Context

Abstract

The purpose of this study is to investigate the effectiveness of flipped learning in Korean EFL context. The study focuses on whether flipped learning leads to more increased learning outcomes in comparison to conventional or blended learning, especially regarding English speaking skills. A total of 70 first-year students in a Korean university participated in the study. They were divided into conventional, blended learning, and flipped learning groups. For the experiment, online contents were used for the flipped learning group, online contents and messengers were utilized for the blended learning group, and the conventional group was given paper-based activities. The pre-and post-tests were administered and evaluated using a rubric following the IELTS speaking assessment criteria. For the study, both quantitative and qualitative methods were collected and analyzed. Findings showed the statistically significant increases between the pre-test and post-test scores regarding fluency and coherence and lexical resources for all three groups. In terms of grammatical range and accuracy and pronunciation, however, only the two experimental groups showed significant improvements. Group comparison results showed no significant differences regarding all four items. Based on the findings, this study hopes to offer insights on the decision to implement flipped learning in EFL classes in Korea.

A Systematic Review of Flipped Learning Approach in Improving Speaking Skills

“…More time is allocated for student interaction with peers and instructor both in and out of class hours through the flipped learning environment. In contrast, a remarkable finding by Yoon and Kim (2020) reported that students showed great improvement in terms of fluency and coherence in the traditional classroom without technology. The face-to-face interactions ensured teachers to provide immediate feedback and students could improve simultaneously as it allows natural interaction between one another.…”

“…The utilisation of Learning Management System (LMS) could assist pupils' self-regulated learning process in the flipped learning approach. A collection of 7 articles utilized LMS in developing and sharing instructional materials such as video, recorded lessons and various contents (Fidalgo-Blanco et al, 2017;Koroglu & Cakir, 2017;Riza & Setyarini, 2019;Yoon & Kim, 2020;Zainuddin & Perera, 2018;Zainuddin, Habiburrahim et al, 2019;Zainuddin, Hermawan et al, 2019). These studies have stressed the importance of LMS in monitoring and tracking pupils' learning performances during the outside-of-class hours.…”

“…In regard to the research questions, there were 39 articles identified with the benefits of flipped learning to improve speaking skills. In particular, there are four common benefits identified from the articles which are self-regulated learning (Cetinkaya, 2017;Fidalgo-Blanco et al, 2017;Gasmi, 2017;Mahendra et al, 2020;Rahman et al, 2019;Shyr & Chen, 2018;Yang, 2017;Zainuddin & Perera, 2018;Zainuddin, Habiburrahim et al, 2019;Zainuddin, Hermawan et al, 2019); interaction (Bezzazi, 2019;Carhill-Poza, 2019;Erdemir & Yangın-Ekşi, 2019;Hsieh et al, 2017;Isaias et al, 2017;Kader, 2018;Karabulut-Ilgu et al, 2018;Koroglu & Cakir, 2017;Lin & Hwang, 2018;Mahendra et al, 2020;Santosa, 2017;Sidky, 2019;Singh et al, 2018;Yesilcinar, 2019;Yoon & Kim, 2020;Zainuddin & Perera, 2018;Zainuddin, Habiburrahim et al, 2019;Zainuddin, Hermawan et al, 2019); motivation (Abdullah et al, 2019;Abedi et al, 2019;AlKhoudary & AlKhoudary, 2019;Andujar et al, 2020;Gasmi, 2017;Hsieh et al, 2017;Joseph & Joy, 2019;Lie & Yunus, 2019;Parra-González et al, 2020;Quyen & Loi., 2018;…”

Effect of Micro Flipped Method on EFL Learners’ Speaking Fluency

“…The results showed that those learners who were exposed to flipped instruction significantly outperformed the baseline group in oral proficiency in speech fluency, though their advantage in complexity and accuracy was less evident. Also, Yoon and Kim (2020) examined the effectiveness of flipped teaching, compared with traditional and blended teaching, regarding L2 (English) speaking skills in Korean context. A sample of 70 Korean university EFL students were divided into flipped, blended and conventional learning groups.…”

Effect of PCaRD DGB Flipped Learning on EFL Learners’ Grammar Skill

“…Previous findings on flipped learning/teaching for language instruction are prevalent in L2 acquisition, and English is the main target language that was considered. The preclass self-learning, which relates to the transferring of language knowledge in learners' own space and time ere class, is primarily in the construction of videos and associated activities; and the in-class exercises in the organization of group range and time are normally in the form of two or a group discussion, practices, or schemes (Yoon, & Kim, 2020;Zou, 2020). A wide scope of the investigation has been examined the problems regarding learners' achievement, motive, commitment, belief, high-order thought skills, selfregulation, and attitudes toward the flipped language teaching/learning (e.g., Lee & Wallace, 2018;Tadayonifar & Entezari, 2020;Wang & Qi, 2018;Yang et al, 2018;Zarrinabadi & Ebrahimi, 2018).…”