Korean college students tend to focus on obtaining competitive grades in different types of exams such as TOEFL, TOEIC, and IELTS. Despite their high test-scores, many Korean students are not proficient in communicating with others in English. Given the challenges many Korean students at the college-level experience with communication in English, there is an opportunity to provide Korean EFL instructors with a new classroom model for language teaching. The purpose of this project is to provide Korean EFL teachers with model lesson plans and instructional design resources based on the flipped classroom model. The improvement of students’ English level depends in part on the efforts of teachers in classrooms. The theoretical framework of this project is based on the flipped classroom model. This model shifts traditional activities such as lecture outside the classroom. Instead, class time is used to engage students in activities and discussion to reinforce what they have learned. The teacher or instructor takes on the role of coach or facilitator (Baker, 2000). This field project is a handbook for Korean EFL teachers. It focuses on implementing the flipped classroom model in a speaking class in order to make students build communicative competence successfully. There are two sample units to show how to create lesson plans based on the flipped approach Each unit uses one movie as a main material and lists following components: 1) instructional video (QR code), 2)PPT file for instructional video, 3)Lesson plan for classroom activities and 4) PPT file for classroom activities.
","abstract_html":"<p>Korean college students tend to focus on obtaining competitive grades in different types of exams such as TOEFL, TOEIC, and IELTS. Despite their high test-scores, many Korean students are not proficient in communicating with others in English. Given the challenges many Korean students at the college-level experience with communication in English, there is an opportunity to provide Korean EFL instructors with a new classroom model for language teaching. The purpose of this project is to provide Korean EFL teachers with model lesson plans and instructional design resources based on the flipped classroom model. The improvement of students’ English level depends in part on the efforts of teachers in classrooms. The theoretical framework of this project is based on the flipped classroom model. This model shifts traditional activities such as lecture outside the classroom. Instead, class time is used to engage students in activities and discussion to reinforce what they have learned. The teacher or instructor takes on the role of coach or facilitator (Baker, 2000). This field project is a handbook for Korean EFL teachers. It focuses on implementing the flipped classroom model in a speaking class in order to make students build communicative competence successfully. There are two sample units to show how to create lesson plans based on the flipped approach Each unit uses one movie as a main material and lists following components: 1) instructional video (QR code), 2)PPT file for instructional video, 3)Lesson plan for classroom activities and 4) PPT file for classroom activities.</p>","abstract_has_math":false,"creators":["Lim, Jihye"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":["Brad Washington","Onllwyn Dixon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-16T08:00:00Z","date_published":"2016-12-16T08:00:00Z","updated_at":"2026-07-24T05:43:46Z","subjects":["Second language acquisition","English education in Korea","The flipped classroom model","Speaking lesson plans","Communicative competence","the flipped approach in teaching English","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Online and Distance Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/481","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brad Washington","Onllwyn Dixon"]},{"key":"dc:creator","label":"Author","values":["Lim, Jihye"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-30T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English as a Second Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Second language acquisition","English education in Korea","The flipped classroom model","Speaking lesson plans","Communicative competence","the flipped approach in teaching English","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Online and Distance Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/481"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Korean college students tend to focus on obtaining competitive grades in different types of exams such as TOEFL, TOEIC, and IELTS. Despite their high test-scores, many Korean students are not proficient in communicating with others in English. Given the challenges many Korean students at the college-level experience with communication in English, there is an opportunity to provide Korean EFL instructors with a new classroom model for language teaching. The purpose of this project is to provide Korean EFL teachers with model lesson plans and instructional design resources based on the flipped classroom model. The improvement of students’ English level depends in part on the efforts of teachers in classrooms. The theoretical framework of this project is based on the flipped classroom model. This model shifts traditional activities such as lecture outside the classroom. Instead, class time is used to engage students in activities and discussion to reinforce what they have learned. The teacher or instructor takes on the role of coach or facilitator (Baker, 2000). This field project is a handbook for Korean EFL teachers. It focuses on implementing the flipped classroom model in a speaking class in order to make students build communicative competence successfully. There are two sample units to show how to create lesson plans based on the flipped approach Each unit uses one movie as a main material and lists following components: 1) instructional video (QR code), 2)PPT file for instructional video, 3)Lesson plan for classroom activities and 4) PPT file for classroom activities.
"]},{"key":"dc:title","label":"Title","values":["Improving Communicative Competence of Korean College Students Based On the Flipped Classroom Model: A Handbook for Teachers"]}]}],"canonical_facts":{"dc:contributor":["Brad Washington","Onllwyn Dixon"],"dc:creator":["Lim, Jihye"],"dc:date.available":["2016-12-30T08:00:00Z"],"dc:description.abstract":["Korean college students tend to focus on obtaining competitive grades in different types of exams such as TOEFL, TOEIC, and IELTS. Despite their high test-scores, many Korean students are not proficient in communicating with others in English. Given the challenges many Korean students at the college-level experience with communication in English, there is an opportunity to provide Korean EFL instructors with a new classroom model for language teaching. The purpose of this project is to provide Korean EFL teachers with model lesson plans and instructional design resources based on the flipped classroom model. The improvement of students’ English level depends in part on the efforts of teachers in classrooms. The theoretical framework of this project is based on the flipped classroom model. This model shifts traditional activities such as lecture outside the classroom. Instead, class time is used to engage students in activities and discussion to reinforce what they have learned. The teacher or instructor takes on the role of coach or facilitator (Baker, 2000). This field project is a handbook for Korean EFL teachers. It focuses on implementing the flipped classroom model in a speaking class in order to make students build communicative competence successfully. There are two sample units to show how to create lesson plans based on the flipped approach Each unit uses one movie as a main material and lists following components: 1) instructional video (QR code), 2)PPT file for instructional video, 3)Lesson plan for classroom activities and 4) PPT file for classroom activities.
"],"dc:identifier":["https://repository.usfca.edu/capstone/481"],"dc:subject":["Second language acquisition","English education in Korea","The flipped classroom model","Speaking lesson plans","Communicative competence","the flipped approach in teaching English","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Online and Distance Education"],"dc:title":["Improving Communicative Competence of Korean College Students Based On the Flipped Classroom Model: A Handbook for Teachers"],"thesis:degree_discipline":["Teaching English as a Second Language"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:46Z"}