The study is aimed at investigating whether learning readiness contributes to university students’ group discussion in English in a flipped classroom. The research questions are: 1) Is there a change in learning readiness before and after flipped learning?; 2) Is there a change in students’ participation in group discussion before and after flipped learning?; and 3) Does learning readiness contribute to participation in group discussion? A total of 52 students participated in the study. Student survey questionnaires and quizzes were collected for data analysis. Wilcoxon matched pairs signed rank test, a non-parametric test for repeated measures t-test, and multiple regression analysis were utilized to answer the research questions. The statistical analyses produced the following results: 1) there was a significant change in students’ participation in learning readiness and group discussion; and 2) learning readiness and quizzes greatly contributed to group discussion. These findings corroborated the previous research that learning readiness is essential for self-directed learning in a successful flipped classroom. This suggests that teachers devise ways to help students engage in online activities for greater learning readiness.

I. Introduction
II. Theoretical Background
III. Research Method
    1. Participants
    2. Flipped Classroom Procedure
    3. Data Collection
    4. Data Analysis
IV. Results and Discussion
    1. Change in Class Learning Readiness
    2. Change in Group Discussion Participation
    3. Contribution of Class Learning Readiness to Group Discussion Participation
V. Conclusion
References

• Kyong-Hyon Pyo(Department of English Dankook University)