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The purpose of this study is to understand the effects of a movie-based curriculum in a flipped learning environment, using a movie, Love Actually (Curtis, 2003) on undergraduate English learners via 1) analysis on the advantages and weaknesses of flipped learning, 2) analysis on student opinions concerning plot presentation, and 3) investigation of student opinions on class discussion as a preliminary learning tool. To accomplish this purpose, this study conducted a questionnaire-based survey on 42 undergraduate students for 15 weeks. To investigate the general characteristics of the research subjects, this study carried out frequency analysis. Also, to verify the mean differences in accordance to such general characteristics, this study conducted a t-test. Also, along with categorical data and Z values of individual departments, nonparametric test was utilized to investigate differences between each group. The results are as follows: 1) the greatest merit of the movie-based English class utilizing flipped learning was motivating students for learning, 2) the greatest weakness of it was that it was difficult to expect improved vocabulary and grammar skills, 3) students had positive opinions about the plot presentation and 4) class discussion, and 5) gender had lower influence on students’ opinion of the merits and weaknesses of the class. |
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