The aim of this study is to apply flipped learning in teaching General English courses in university and examine its impact on English self-efficacy and students’ English achievement. The researcher implemented flipped learning by recording videos based on the students’ textbook and up-loading those videos on the SNS before each lesson to provide opportunities for active interactions in class. The students of the experimental group (n=56) were required to learn through SNS the videos to learn in the pre-class. They also practiced what they had learned under the teacher’s supervision by completing collaborative tasks in groups or pairs. Meanwhile, the control group students (n=66) received in-class only traditional English teaching. The statistical analysis of the results showed that adopting the flipped learning strategy appeared to play a role in enhancing the students’ English self-efficacy and English achievement. Also the students’ responses indicated that their satisfaction towards the flipped learning is positive.

I. 서론
II. 이론적 배경
    1. 플립러닝 학습 방법 및 원리
    2. 플립러닝의 영어 교육 적용
    3. 영어 교육에 대한 플립러닝 교수법 적용의 선행 연구
III. 연구 방법
    1. 플립러닝 강의 설계 및 수업 운영
    2. 참여 학생 특성
    3. 분석 방법
IV. 분석 결과
    1. 영어 효능감 비교
    2. 언어의 4기능 비교
    3. 학업 성취도 비교
    4. 플립러닝 만족도
V. 결론 및 시사점
참고문헌

• 윤유진(건국대학교) | Yoon Eugene