부산대학교 도서관

This study investigates the differences in English-learning motivation and demotivation according to the teaching method (i.e., flipped learning vs. teacher-centered instruction). For this purpose, 87 students at a middle school in Kyeonggi-do answered the questionnaire on motivation and demotivation twice, and face-to-face interviews were conducted twice with nine students whom their teacher recommended considering their genders and academic achievements. The result of comparing motivational factors in a teacher-centered classroom and a flipped learning classroom did not show any statistically significant difference. However, the flipped learning method generated more factors enhancing L2 learning motivation than the teacher-centered instruction. In particular, after the flipped learning instruction, students’ self-confidence increased regardless of their academic achievements. In terms of demotivational factors, no statistically significant differences were identified between the teacher-centered classroom and the flipped learning classroom. However, the student interviews indicated that teacher-centered instruction had more factors increasing the level of demotivation than flipped learning. The findings show that L2 teachers need to pay attention to the nature of group activities and students’ learning styles in flipped learning to alleviate the level of demotivation in learning English. (183 words)