This study is aimed at investigating the effects of flipped learning on self-directed learning attitude in the college setting. For the aim, this study tried to see if there are meaningful changes in learners’ self-directed learning attitude over time. With the research aim in mind, an elective university class of 47 students was observed for 15 weeks. A survey questionnaire was developed from Guglielmino(1977)’s characteristics of self-directed learning attitude, and four characteristics were finally used for this study: Openness, self-directedness, responsibility, and passion for learning. The questionnaire was administered twice in the 5th and 14th weeks, followed by in-depth interviews with 9 participants. A non-parametric test for repeated t-test, Wilcoxon matched pairs signed rank test was used for data analysis. The research findings are as follows. First, the results of the questionnaire indicated that there were statistically meaningful changes in all 4 characteristics of learners’ self-directed learning attitude before and after flipped learning. Second, the analysis of in-depth interviews revealed that students felt positive about their flipped learning since it provided them with great opportunities to develop and strengthen their self-directed learning attitude. Implications and suggestions for further research are provided.

Choi, Jin-sook. 2017. “International Students' Attitude Changes towards English as per their Korean skills”. The Sociolinguistics of Korea Journal 25(3). 327~349. This study aims at identifying the international students' attitudes towards English change as per their Korean skills after learning English over one semester. Sixty international students, who consisted of three groups as per their Korean skills, participated in the questionnaire survey at the beginning stage of the class. After one semester, the same questionnaire was given to the participants. Two questionnaire surveys showed similar results: the participants with a higher level of Korean skills demonstrated more favorable attitudes towards English and were less fearful in learning English, compared to those with a lower level of Korean skills. The attitude changes were also different as per the Korean skills: when compared to the attitudes at the beginning, while the participants with a higher level of Korean skills changed more favorably towards learning English, the participants with a lower level of Korean skills showed no attitude changes or picked up less favorable attitudes, and their fear about learning English rather increased. This study implies that English learning may improve English skills for the international students with a higher level of Korean skills but does not affect those with a lower level of Korean skills.

The purpose of this study is to explore changes in university students’ self-directed learning attitude through the implementation of self-assessment in a classroom setting. The current study adopted Guglielmino’s (1977) characteristics to investigate changes in students’ self-directed learning attitude over time: self-directedness, responsibility, creativity, and problem-solving. A class of 24 students enrolled in Current English Practice was observed for 15 weeks, where four self-assessment sessions were administered. After mid-term exam, a questionnaire was conducted to find out whether self-assessment helped students with their self-directed learning attitude. Additionally, in-depth interviews were conducted with four students of a group regarding possible changes in self-directed learning attitude through self-assessment in the course of time. The findings are as follows. First, the results of the survey indicated that students felt positive changes in those four characteristics of self-directed learning attitude by the implementation of self-assessment in the classroom. Second, the analysis of in-depth interviews supported the findings of the questionnaire that self-assessment provided students with opportunities to strengthen their self-directed learning attitude. However, there is a research limitation that the impact of self-assessment cannot be singled out because of the flipped learning method in class.