From Demotivated to Inspired: Flipping a Test-Based English Class

초록

This study investigates the effect of applying flipped learning as one of the educational tools to help demotivated EFL students and the instructor in a test-based English classroom. Positive effects of flipped learning in a motivated content or language class have been found in previous research, but not in a demotivated test-based language class. Thirty EFL university students taking a mandatory TOEIC course and an instructor with both parties having low motivation participated in this study. Their perceptions towards flipped learning were examined through a survey, interview, and reflective teaching log. In addition, students' performance on the pre- and post-mock TOEIC tests was compared. By applying the flipped method, students became more active, and the instructor more encouraged. They were thus able to build a positive relationship with each other. At the same time, students could improve their TOEIC proficiency and develop a greater interest in learning. Implications of applying flipped approach to language teaching and making its class more active are discussed.

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