The Effects of Using Flipped Learning in an EFL Speaking Class on Korean EFL Undergraduate Students’ Speaking Anxiety and Speaking Skills

초록

This study aims to investigate the effects of implementing flipped learning into an EFL speaking class on Korean EFL undergraduate learners’ speaking anxiety and speaking skills. 48 Korean EFL learners participated in this study and they were assigned to an experimental group and a control group. Over a semester, the experimental group of 25 students engaged in flipped learning, while the control group of 23 students participated in traditional EFL instruction. To collect data of this study, 1) a pre- and post-test on speaking abilities and 2) a pre- and post-questionnaire on the participants’ speaking anxiety were administered for each group. The results showed that the flipped classroom was more effective than the traditional classroom in terms of increasing the participants’ speaking proficiency. In addition, flipped learning in the EFL speaking class effectively decreased the participants’ speaking anxiety. This study suggests that incorporating flipped learning into the EFL classroom is beneficial for anxious learners who suffer from speaking anxiety in terms of effectively lowering their speaking anxiety and developing their speaking skills.

키워드