초록 열기/닫기 버튼
This study investigates the impact of flipped classrooms on the learning strategies of EFL Korean university students, focusing on cognitive, metacognitive, and resource management strategies. Using mixed methods, fifty-three engineering students at a Korean university participated in the flipped English classes for a semester. They completed the Motivated Strategies for Learning Questionnaire (MSLQ) both before and after the classes. A paired-sample t-test assessed significant variations in responses, and 15 participants engaged in semi-structured interviews. The results showed a significant improvement in elaboration, critical thinking, and time and study environment management strategies. Additionally, qualitative evidence suggested a gradual enhancement in their overall learning strategies, particularly in peer learning, during the experiment. The study concludes with suggestions for future research.
