The study investigated the effect of the flipped class method implemented in a general English program in the tertiary level. The treatment variable of the experiment was a teaching method: a flipped class for the experimental group and a traditional class for the control group. A total of 13 class sessions were completed. The model of the experiment was a nested design with repeated measures. The dependent variables were positive affective experience, negative affective experience, class satisfaction, and language achievement. This study analyzed the data using factorial analysis, t-test, and repeated measures analysis of variance. The results showed that learners in the experimental group improved their positive experience during the treatment through statistically significant differences in pre-test and post-test scores; while the control group did not. The negative experience decreased at the end of the class in both groups. Although the mean differences were not statistically significant, the mean of the negative experience in the experimental group was lower than that in the control group. The class satisfaction was significantly different between the two groups. The experimental group improved language achievement on their final exam, while the control group’s mean decreased.

I. 서론
 II. 이론적 배경
  1. ‘거꾸로 수업’의 정의와 배경
  2. 거꾸로 수업의 특징
  3. 정서적 경험(affective experience)
 III. 연구 방법
  1. 연구 질문
  2. 연구 참여자
  3. 연구 도구
  4. 연구 절차
  5. 연구 분석
 IV. 연구 결과 및 논의
  1. 정서적 경험 요인 분석
  2. 교수법에 의한 정서적 경험 요인의 변화
  3. 교수법에 의한 성취도의 차이
  4. 교수법에 의한 학습자 만족도의 차이
  5. 논의
 V. 결론
 참고문헌

• 김용석(한국기술교육대학교) | Kim, Yong Suk