JFL環境における反転授業の実践－社会人初級日本語学習者を対象に－

Abstract

本研究旨在於JFL環境中，針對社會人士初級日語學習者實施翻轉教學，並探討其效果及受容過程。筆者在一年間負責台北市某企業的日語課程，面對社會人士學習者的特性，在傳統面授課堂中出現了進度差異、專注力維持困難、出席不穩定等課題。為了解決這些問題，本研究提供文法解說影片及確認練習作為課前預習，並將課堂內活動重組為以對話練習與小組活動為主的輸出導向形式。 本研究於2024年前期與後期兩個學期內，在上述企業的初級日語班級中實施。資料收集方式包括課前課後問卷調查與定期的半結構式訪談，分析學習者對翻轉教學的評價與學習意識的變化。研究結果顯示，翻轉教學的導入促進了學習者建立自主的預習與複習習慣。社會人士學習者認為「能依照自己的節奏學習」以及「即使無法出席課堂，也可藉由影片隨時參與學習」等特點，使翻轉教學非常適合社會人士。 訪談分析亦顯示，學習者初期雖對翻轉教學感到不安，但逐漸理解其優點並積極加以活用。在後期的訪談中，學習者更主動提出對預習作業及課堂活動的改進建議，顯示持續參與翻轉教學有可能促使學習者從被動轉向主動，產生學習意識的轉變。 本研究對於設計適用於JFL環境中社會人士學習者的翻轉教學模式提供了啟發，並對未來的實踐研究有所貢獻。

This study aims to implement flipped classrooms for adult beginner learners of Japanese in a JFL (Japanese as a Foreign Language) context and to clarify its effectiveness and the process of learner acceptance. Over the course of one year, the author was in charge of a beginner-level Japanese course offered as part of employee welfare at a company in Taipei. Given the characteristics of adult learners, traditional face-to-face classes presented challenges such as differences in learning pace, difficulty maintaining concentration, and irregular attendance. To address these issues, the study provided grammar explanation videos and review exercises as pre-class learning materials, while in-class activities were reorganized to focus on output-oriented tasks such as pair and group work. The study was conducted over two academic terms—Spring and Fall 2024—within the same beginner-level Japanese course at the company. Data were collected through pre- and post-course surveys and regular semi-structured interviews to analyze learners’ evaluations of flipped classrooms and changes in their attitudes. The results showed that the introduction of flipped instruction helped learners establish habits of autonomous study for both preparation and review. Adult learners evaluated flipped classrooms positively, citing benefits such as being able to learn at their own pace and having access to video materials that allowed them to participate in class even if they were absent. Interview analysis revealed that although learners initially felt confused by the flipped format, they gradually came to understand its advantages and began to actively make use of it. In the later interviews, learners began to proactively suggest improvements for the pre-class tasks and in-class activities, indicating that continued exposure to the flipped format may have helped shift them from passive to active learners. This study provides insights into designing flipped classrooms tailored to adult learners in JFL contexts and contributes to future research on instructional practices.