ABSTRACT
The idea of a flipped classroom (FC) has been shared by numerous educators worldwide for only a few years but is rapidly changing all aspects of the teaching tradition. The purpose of this study is to investigate the methods and benefits of integrating the FC approach into English classes and to describe previous attempts to implement the FC in Korean EFL, especially from the author’s own experience. To do so, this chapter will begin with the concept and value of flipped classrooms in general, and will then discuss the role of the FC in EFL classes by categorizing previous studies into two different EFL FC models: ‘input online and output offline’ and ‘lecture online and activity offline’. This chapter will also describe FCs in Korean EFL plus two case studies involving the transformation of college EFL classes from a traditional to a flipped style. I will explain my instructional experience using anecdotal descriptions and reflections as well as by quantitatively and qualitatively comparing the effectiveness of each style and any possible barriers to learning and instruction. Finally, this study will suggest some strategies and principles for successful EFL flipped-classroom design.
