earticle

영어

The purpose of this study is to explore the effects of English teaching-learning on learners' English achievement and affective factors through flipped learning in a university ESP class. A total of 39 university students participated in this study and a questionnaire with 17 items and two open questions are administered to the students. The questionnaire consists of the affective factors, and five point Likert scale is used. Besides, two open questions are also used for an indepth analysis of this study. The results of this study confirm that flipped learning benefits college learners' achievement and affective factors toward English listening and reading. The findings are as follows; 1) The level of students’ English proficiency through flipped learning has significantly increased especially in receptive skills, 2) The students’ satisfaction about flipped learning turned out to be moderately positive. 3) The factors about students’ preview before class and their satisfaction factors about flipped learning were found to be positively correlated. 4) The students’ satisfaction factors about flipped learning were found to be also somewhat correlated. Based on the findings, some pedagogical suggestions are made for flipped learning for an efficient English teaching and learning on the college level in Korea