Individualized Instruction and Feedback Strategies in Large-Scale Korean Language Classes : Focused on Flipped Learning and LMS Utilization

This study aims to analyze the effects of flipped learning and Learning Management System (LMS) utilization in a large-scale Korean language class, focusing on student motivation, participation, individualized instruction, and feedback strategies. The research was conducted in A University’s <DU Korean 3> course, where flipped learning was applied, and student motivation, participation, individualized learning outcomes, and feedback utilization were evaluated. The findings revealed that flipped learning positively impacted student motivation and active engagement. Furthermore, individualized learning through LMS enhanced learning efficiency by addressing the differences in students’ Korean proficiency. The use of LMS discussion functions and real-time feedback provided an effective solution to the limitations of instructor feedback in large classes. By incorporating automated grading and common feedback, instructor workload was reduced while maintaining learning effectiveness. The findings suggest that effectively utilizing flipped learning and LMS can provide individualized feedback suited to students’ proficiency levels, thereby maximizing learning outcomes and easing the instructor’s burden in large-scale courses. However, challenges remain in more effectively addressing individual learner needs, necessitating adjustments to class sizes. Future research should experimentally assess the impact of flipped learning and LMS on learning achievement and satisfaction, while developing a generalized educational model that takes into account diverse learning environments and student characteristics.