Kim, H. (2017, September). Redesigning the college English curriculum for flipped learning. Paper presented at MMSEE Joint International Conference, Inchon, Korea.

1. Redesigning the college
English curriculum for
flipped learning
Heyoung Kim (Chung-Ang Unviersity)
MMSEE International Conference
September 16-17, 2017

2. Flipped Learning (FL)
• online lecture is provided for take-home, and more class
time is spent for meaningful interaction among, such as
collaborative activities, group discussions, or feedback
exchanges
Asia TEFL-FEELTA 2016 Conference
30 June – 2 July 2016
FL is
not just a technique or
method, but a
Lecture at home Homework in class
Pedagogical approach

3. Educational Changes by FL
• classroom is no longer the place where knowledge is
delivered by the teacher: teacher-centered lecture is
moved out of the classroom.
• classroom is the place where learning is effectively
achieved by collaborating with peers.
• schooling is not confined by time and space. The idea of
‘seamless learning’ or ‘borderless can be realized by
blended learning
• the learning center shifts from teacher to learner. The
role of teachers and students were redefined.

4. The role of FL in learning languages
• What is effective FL in EFL classroom?
• What should be flipped?
Input online vs. Output offline
Lecture online vs activity offline

5. Input online vs. Output offline
• authentic reading materials for writing class ( webb,
Doman, & Pusey, 2014, Leis, 2015)
• sample demos (situation movies, pop songs, famous
speeches) for speaking tasks (Agustin & Kumalarini, 2015;
Kim 2010), for idiom (Chen Hsieh, Wu, & Marek, 2016) or
grammar lesson (Ahmed, 2016)
• topic-related resources for inclass discussion (Leis, 2016),
for project-based learning (Peters et al. 2015)
Online Offline

6. Lecture online vs activity offline
• Writing tutorial (webb, Doman, & Pusey, 2014; Leis,
Cooke, & Tohei, 2015)
• grammar instruction (Ahmed, 2016)
• task directions for inclass session (Pérez, & Riveros, 2014;
Angelini, 2016)
• ICT lesson (Ganapathy, 2016)
Online Offline

7. College English: Input-Output model (Pilot study)
8 ESL courses
Titles College English I & II
Types Task-based ESL
What to fli
p
Reading and listening tasks
Number of
online sess
ions
Web-based reading materials + three videos for pre-task/
per week
+ one video resources for listening tasks (from Youtube)/p
er week
Class langu
age
English

8. Traditional College ESL vs. Flipped College ESL
Session I
(Online)
Session II
(Classroom)
Session III
(Online)
Session IV
(Classroom)
Session I
(Classroom)
Session II
(Classroom)
Reading instruction
+ writing + discussion
Input
reading tasks
(authentic
reading and
writing)
Output
speaking tasks
(pair & group
work)
Input
listening tasks
(watching video +
comprehension
exercises)
Output
speaking tasks
(presentation)
Traditional
Flipped
• 3 hours
• Reading & writing
• 5-7 hours
• 4 skills (esp.
speaking)
College English: Input-Output model (Pilot study)

9. 8 ESL courses(2011)
Titles College English I & II
Types Task-based ESL
What to flip Reading and listening tasks
Number of onlin
e sessions
Web-based reading materials + three videos
for pre-task/per week
+ one video resources for listening tasks
(from Youtube)/per week
Class language English
College English: Input-Output model (Pilot study)

10. Time spent to study
College English
Pre Post
Frequency % Frequency %
None 1 0.2 2 1.6
Less than 1 hour 224 45.6 26 21.0
Less than 2 hours 131 26.7 53 43.1
Less than 3 hours 58 11.8 28 22.7
Less than 4 hours 36 7.3 6 4.9
Less than 5 hours 18 3.7 3 2.5
More than 5 hours 23 4.7 5 4.1
Total 491 100.0 123 100.0
College English: Input-Output model (Pilot study)

11. Q. How much did you study weekly to prepare for
this course ?
College English: Input-Output model (Pilot study)

12. Q. How long do you speak with others in English
per session (75 min.)?
College English: Input-Output model (Pilot study)

13. Student perceived improvement
.
This course helps my English
proficiency in general
This course helps my speaking
ability
Frequency % Frequency %
1. Never 3 2.4 3 2.4
2. rarely 7 5.6 7 5.6
3. some 52 41.9 45 36.3
4. much 50 40.3 57 46.0
5. Very much 12 9.7 12 9.7
TOTAL 124 100.0 124 100.0
Average 3.548
College English: Input-Output model (Pilot study)

14. ESL course(2016)
Titles College English
Types Task-based ESL
What to fli
p
Reading and listening tasks
Number of
online sessi
ons
Web-based reading materials + three videos
for pre-task/per week
+ one video resources for listening tasks
(from Youtube)/per week
Class langu
age
English
College English: Input-Output model (Current Study)
Course Profile

15. Transforming College ESL to Flipped one in Input-
Output Model.
Home
(Online)
Session I
(Classroom)
Home
(Online)
Session II
(Classroom)
Session
(Classroom)
Reading instruction
+ writing + discussion
Input
reading tasks
(authentic
reading and
writing)
Output
speaking tasks
(pair & group
work)
Input
listening tasks
(watching video +
comprehension
exercises)
Output
speaking tasks
(presentation)
Traditional
Flipped
• 2 hours/week
• Reading & writing
• 3-4 hours/wk
• 4 skills (esp.
speaking)
College English: Input-Output model
Curriculum

16. College English: Input-Output model (Current Study)
• Is Flipped English Classroom(input-output model) effective
in improving college students’ speaking skills ?
• Do students successfully acquire online language input?
• Do students’ self-regulation elements influence their
speaking improvement?
Research Questions
Study Purpose
This study intends to investigate the effectiveness of input-output
model in English Flipped Classroom in terms of language acquisition,
esp. speaking.

17. College English: Input-Output model (Current Study)
Data Collection Procedure
• 15 sessions (one semester course)
• Pre-post speaking tests
• Pre-student survey
• 5 recorded speaking task/per student
• 6 writing task script/per student
Pre-
speaking
test
Week 1 Week 16
Post-
speaking
test
13 classroom sessions + 5 recorded speaking task outcomes

18. Thank you!
Q & A