earticle

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The purpose of this study is to examine the students' preference and failure tolerance applying the flipped learning to English class. To achieve this goal, the flipped class was designed considering educational prerequisites and analyses drawn from literature reviews and case studies. 10 students majoring in English participated in the research for 8 weeks. For the first 4 weeks, teacher-oriented class was performed. For the other 4 weeks, flipped learning was implemented. Before the research, academic failure tolerance scale was measured. After the 8th class, academic failure tolerance scale was investigated again. Furthermore, qualitative data were explored in order to have a better understanding of the students' preference and awareness of the flipped learning. The results of this study are that first, the mean score of failure tolerance showed a significant difference between before and after the flipped learning. Among the 3 subcategories, behavior scale and emotion scale have a significant difference. Secondly, 7 of the 10 students chose the flipped learning for the next semester, the other 3 students want to have a class mixed a teacher-oriented class with collaborative learning and want to have a teacher-oriented class instead of on-line lecture. The students stated that the good points of the flipped learning are voluntary involvement and interaction and bad points are burden on pre-study and free-riding of students who are not prepared for the class. For the further study, the flipped learning should be applied to other classes which students have low failure tolerance. Considering that failure tolerance scale has an effect on expecting better academic achievement, flipped learning can lead an improvement of academic achievement on subjects students have low failure tolerance. The results of this study implicate that applying flipped learning to a subject which students have low failure tolerance can raise failure tolerance changing negative experience to positive.