earticle

영어

This study aimed to explore the effects of focus-on-form instruction and corrective feedback on learners’ accuracy in English language use under the flipped learning environment. Two groups were formed: one group received explicit FFI with oral CF and the other was given explicit FFI with written CF. For pre-class activities, all groups were asked to watch a movie subtitled in English and lectures about the target features with metalinguistic explanation, which were uploaded on the website. For in-class tasks, the oral group was provided with error correction feedback orally and the written group with written corrective feedback on their errors. Results indicated that the written group performed better than the oral group and that both groups were satisfied with the flipped learning process. The study sheds light on the implications of how to effectively teach in technology-incorporated flipped learning contexts.