Improving Korean Students’ Participation in a Flipped English Writing Classroom

Abstract

Flipped learning is a process-oriented learning approach. As a type of blended learning, a flipped learning approach is often composed of online student learning materials provided by the teacher prior to the main task and offline class time to complete the task. The purpose of this study is to present ways to teach genre-specific writing in an English writing class through the practice of telling stories and the use of a digitized game called ‘Pencil Madness.’ In doing so, the study also examines South Korean university students’ perception of flipped learning and their understanding of genre-specific concepts taught by the instructor. Findings from collected data from students’ semi-structured interviews, writing grades, and questionnaires, show that game-based flipped learning promoted a positive learning environment, helped minimize students’ reticence and fear towards using English, and allowed them to identify specific areas of learning that required more practice. A few pedagogical implications for teaching are discussed.