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This study aims to discuss a flipped communicative learning and teaching model for student-athletes who usually have high motivation to achieve athletic success but lack interest in academic achievement. Nineteen Korean male student-athletes took an ESP course for one semester, accessing a school MOOC which provided ECS-based YouTube videos (before class), in-class activities and OMPs (during class), and teacher-crafted videos with quizzes (after class). Based on a pre- and a postquestionnaire, weekly OMPs and focal interviews, the findings illustrated that the students considered the model was necessary for the student-athletes’ ESP course, supporting their self-regulated learning. Second, the students became more comprehensible and had more fun with the help of the YouTube videos and in-class activities based on short spoken utterances, including formulaic expressions, which were suitable for beginners. Third, the teacher-crafted videos were used to wrap up the off-line classes, give opportunities to make up missed classes, and review the previous lessons. Fourth, the YouTube videos’ easy accessibility on mobile phones meant the students were more exposed to English learning. Fifth, the OMP turned out to be a very effective mechanism for teacher-student interaction and active learning. Sixth, the students started recognizing academic responsibilities more than before and became more aware of the importance of English instruction. |
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