한국언어과학회

This study aims to investigate pre-service English teachers’ perceptions and satisfaction on major courses using flipped learning, a type of online and offline blended learning. Fifty-four college students who were taking English education courses participated in the research. The data were collected through survey questionnaires. Statistical analyses including correlation and regression analysis were utilized for data analysis. The participants’ perceptions and satisfaction were analyzed according to the five categories: (1) attention, (2) relevance, (3) interaction, (4) convenience, and (5) satisfaction. These domains were analyzed and compared in terms of the students’ gender, school year, academic achievement, and prior experience of flipped classes. Among the categories, ‘attention’ is the most influential factor on the satisfaction of the flipped learning. Compared with face-to-face or non-face-to-face classes, the students’ overall satisfaction and the preference for the flipped learning class were significantly high. Possible reasons were discussed along with the pre-service English teachers’ open comments. Based on the major findings, pedagogical suggestions for the effective implementation of flipped learning were provided.