In this study, For education with the purpose that what a student well learns, encouraging students to actively do learning activity, and helping students to have free will as for learning are necessary. Also, the educational commutation between a teacher and students is crucial in order to do student-centered learning. One of teaching approaches which enable all these things to do is flipped learning.
The effects of flipped learning can be found in various previous studies. To begin with, flipped learning helps s students to have positive learning attitude and has an effect on students' having high self-esteem. In addition, flipped learning allows students to do what they learn depending on the individual level of learning, and to repeat what they studied. Finally, a teacher can easily deal with the learning situation that each student faces after figuring out a student's the situation individually, which is possible to be conducted through the active communication between learning a teacher and students.
Meanwhile, Korean Educational Development Institute(KEDI) describes capabilities which the Korean high school student has to develop: 'self-management', Information processing', 'community', creative thought', 'communication', and "aesthetic sensibility'. Flipped learning helps high school students to foster these capabilities. Plus, flipped learning assists the improvement of differentiating and effectively learning the College Scholastic Ability Test(CSAT) of the second language, Spanish I.
So far, studies on flipped learning used for the education of the second language, Spanish for domestic general high school students seem to be insufficient. Hence, the purpose of this study is to suggest the lesson plan for the Spanish of CSAT by examining and analyzing data from previous studies and literatures. Furthermore, it aims at providing academic fundamental data for the Spanish of CSAT and proposing the teaching learning method for the Spanish of CSAT.
Based on analyzed data, the flipped classroom model and the lesson plan for the Spanish of CSAT by flipped learning were designed. The 3-step flipped classroom model designed in this study enhances first, the effectiveness of learning by doing student-centered learning and repeated practice exercises of the Spanish of CSAT. Second, the designed 3-step flipped classroom model because of effectively using time-management can be immediately used for the Spanish class in the high school. Third, the digital learning environment of the 3-step flipped classroom model increases high school students' interest. Fourth, a teacher's role as a guide is significant. Fifth, the 3-step flipped classroom model encourages students to actively participated in class. Sixth, the capability of learning Spanish among high school students can be improved by offering instant feedback and the fair evaluation of learning outcomes in the 3-step flipped classroom model.
On the basis of the 3-step flipped classroom model, the lesson plan covering communication, understanding culture, grammar, and vocabulary of the Spanish of CSAT was suggested. Additionally, this study suggested two classroom models, which are the 3-step flipped classroom model designed with the questions of the Spanish of CSAT and the 3-step flipped classroom model created based on the school textbook.
In sum, the lesson plan and the 3-step flipped classroom model concerning the Spanish of CSAT designed in this study are practical, which are considered possibly lowering high school students' burden for the Spanish of CSAT.
However, there is the limitation that the lesson plan and the 3-step flipped classroom model concerning the Spanish of CSAT did not demonstrate their effectiveness by practically using them in the high school. Thus, it is expected that further study will complement and develop both the lesson plan and the 3-step flipped classroom model concerning the Spanish of CSAT by authentically using them in the high school.