Flipping a Korean University EFL Classroom With Teacher-Crafted YouTube Videos

Abstract

This study was designed to explore the efficiency of flipped classroom in EFL in improving students’ grammar and vocabulary knowledge and perceptions on flipped classroom that abided by F-L-I-PTM. For grammar knowledge, the grammar section in the textbook was delivered on the teacher-created videos and for vocabulary knowledge, weekly YouTube video with contextualized vocabulary worksheet was provided. Both assignments were posted on Blackboard accessible by any platforms. By conducting a pre-experimental study with seventeen university students over eight weeks, the pre- and the post-test results of grammar and vocabulary knowledge were compared. The student logs, the post-questionnaire and the post-interview data were analyzed to examine the students’ improvement and perceptions on the flipped classroom. Through the comparison analyses, the averages of students’ grammar and vocabulary knowledge were increased in both knowledge, but only vocabulary knowledge was statistically significant. The student logs, the questionnaire, and the interview showed the positive effects on the students’ self-regulated and personalized learning in the flexible environment. Also the students’ collaboration on in-class activities in the good community was supported with a help of the well-blended and well-integrated flipped classroom designed by the instructor.