This study is aimed at looking into the effects of debate classes using flipped learning and suggesting a teaching method that uses flipped learning to improve Korean debating skills. With the aim in mind, this study was conducted on a total of 20 foreign adult students (10 in the experimental group, and 10 in the control group) in the spring semester of 2017. Those in the experimental group attended a debate class using both a conventional way of learning and flipped learning, and those in the control group attended a debate class on the same topic using a conventional way of learning only. Everything observed during the debate classes was transcribed and compared between the two groups. The findings revealed that those in the experimental group expressed their views and opinions on the topic more persuasively than those in the control group, and showed a significant improvement in debating skills. In addition, it was found that expressions and strategies used in the debating process were also significantly improved in the experimental group. In a survey and an interview conducted after the debate class, those in the experimental group answered that they were able to understand the topic better and thoroughly prepare for debating using the various materials provided prior to the debate class, and that the flipped learning class had a positive impact on their practical debating skills.

I. 서론
 II. 이론적 배경
  1. 플립 러닝의 개념 및 특징
  2. 한국어 교육에서의 플립 러닝 연구
 III. 연구 방법
  1. 수업 설계
  2. 수업 사례
 IV. 연구 결과
  1. 토론 내용 및 표현 평가 결과
  2. 설문 조사 결과
 V. 결론
 참고문헌

• 이정연(이화여자대학교 언어교육원(이화삼성교육문화관)) | Jung-Youn Lee