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The present study aims to develop a flipped classroom (or flipped learning) plan using mobile collaborative learning in order to promote students’ intercultural communicative competence in an elementary school in Korea. The problems found in the current practice of intercultural teaching were, firstly, efforts to promote students’ intercultural communicative competence went largely unheeded and, secondly, insufficient information was made available for an effective intercultural teaching method. Nevertheless, learner-centered approaches such as collaborative or projectbased learning are strongly recommended in the Korean national curriculum revised in 2015. Accordingly, this study presents a flipped classroom plan using mobile collaborative learning with specific learning goals, objectives, tasks, and an assessment in order to provide an effective environment for intercultural communicative competence and to activate student-centered learning. A four-step class procedure was introduced: pre-class (online), intro-class (offline), in-class (offline) and post-class (online). In each stage, detailed class activities were presented for teacher and students. Lastly, an assessment of students’ development of intercultural competence over a semester was presented. The study suggests that such an approach could offer a solution for effective intercultural teaching and active student-centered learning that could be applied in the current English elementary school classroom in Korea. |
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