The Effect of Flipped PBL on the Teaching of Korean Writing for beginner level
The purpose of this study is to evaluate the effect of a teaching/learning method which combines flipped learning and problem-based learning to increase the writing abilities of Korean learners of the first year university students. With 30 students, traditional teaching and the flipped PBL teaching has been applied for 4 weeks, respectively. Surveys, midterm and final exams, and teacher’s observation were used for the comparison of the two teaching methods. Until now, the writing class is designed for teachers to teach students vocabulary and sentences in class, and for the students to finish the homework at outside of class and hand by the next class time. Later, the teacher corrects the writings. However, there is a limit in this traditional class method. Increased Korean skill and learning motivation of the new Korean learners, skill level differences among the smart-device generation because of the various learning tools or search abilities, and need for the professional Korean learners, are requesting a creative teaching method continuously. In this research, Edumodo, an education management Software, was used to realize the flipped PBL teaching. The effect of the new method was discussed with four different aspects of students’ motivation, participation, concentration, and communication competence. The results showed that the flipped PBL enhanced all aspects. The exam grades are also shown better after the flipped PBL teaching than the conventional teaching class. The teacher’s observation feedback showed that the flipped PBL could be a good alternative teaching method to improve the writing skills of the Korean beginner learners.
Index Terms - Foreign language learning, Flipped learning, Problem-based learning, Korean writing education.