Development and Application of the Model for Korean Reading Classes Based on Flipped Learning and Havruta

This study discusses the applicability of Flipped Learning and Havruta as learner-oriented methods of teaching in Korean language education. The Flipped Learning has a great effect on learning away from time constraints, and Havruta considers various angles and broadens the scope of thinking. These theories could be practical teaching methods for foreign students to solve the difficulties they face in college. Based on the previously mentioned learning methodologies, a model of Korean reading classes for foreign students was presented and applied to classes for university students. The degree of success of the Korean reading class was evaluated through learners’ questionnaires to examine the applicability of the class model based on Flipped Learning and Havruta. For 23 foreign freshmen attending K University in Sejong City, Korean reading classes were conducted based on the developed class model during one semester. The Flipped Learning and Havruta Learning methods were used to conduct the survey, one time, at the beginning of the semester and, another time, at the end of the semester after application. The results of the learners survey were analyzed in nonparametric statistics through the code ranking test of Wilcoxon corresponding to the response t-test. Significant results were identified by comparing pre- and post-examination of four questionnaire items: confidence; learning attitude; understanding of learning and self-directed. However, results didn’t show a change in anxiety. This experiment was meaningful in which it presented a model of Korean reading classes for foreign students based on Flipped Learning and Havruta Learning, applied them to actual classes, and verified the effectiveness of the classes through the survey of learners to confirm the applicability of Flipped Learning and Havruta Learning in Korean education.