Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research (original) (raw)
Related papers
SALEE: Study of Applied Linguistics and English Education
Covid-19 pandemic has spread around the world which affects many factors in human life, particularly in educational sector. It forced students to embark at digital learning. The digital learning was implemented by applying flipped learning model with the implementation of virtual conference platform and Learning Management System (LMS). This study was a mixed-methods explanatory sequential research design. Qualitative and quantitative data were analyzed to gain the data of students’ perception toward the implementation of digital learning in English class. The data were collected by observing, distributing questionnaires and doing deep interviews. The result showed that digital learning promotes self-learning, flexibilities, and trigger the creativities of students and their confidence as well. Digital learning in the form of Virtual Flipped Classroom (VFC) also ensured the learning continuity in any pandemic situation. Despite of the benefits of digital learning, there were still ...
Indonesian EFL Students’ Perceptions on the Implementation of Flipped Classroom Model
Journal of Language Teaching and Research
The flipped classroom model has gained popularity in education recently. In this model of learning, the students learn materials (e.g., by watching lectures through video) at home, and then they learn more actively in the school classroom. Although flipped classroom model has been popular, the implementation of flipped classroom in an English as a Foreign Language (EFL) context has not been widely published. This article reports results of research examining students’ perceptions on the implementation of the flipped classroom model. It involved 30 senior high school students who joined a writing class using flippled classroom model. Data were collected by using questionnaires, immediate interview and observations. The results of the research showed that the students found the activities applied in the flipped classroom model helped them write better. The videos they watched as well as teacher and peer feedback in their writing process improved their writing ability. This study also ...
Computer Assisted Language Learning Using the flipped classroom to enhance EFL learning
Instruction in English is a priority around the globe, but instructional methodologies have not always kept pace with the changing needs of students. To explore the benefits of the flipped classroom model for learners of English as a Foreign Language, the researchers used flipped learning and Wen's Output-driven/Input-enabled model to design a holistic oral training course that included extensive online written and verbal communication for the learning of a wide range of English idioms. The participants were 48 sophomore English majors in two required English oral training classes. A within-subjects research design exposed all participants to learning English idioms by flipped learning, using the LINE smartphone app, and by conventional instruction. A mixed research method was employed, using multiple sources of data collection, including pre-and post-tests on idioms, two questionnaires ("Perception of Flipped Learning Experience" and "Technology Acceptance Model"), the teachers' in-class observations, and semi-structured focus-group interviews. The results revealed that the theory-based flipped instruction using online written and oral interaction not only enhanced the participants' motivation, making them more active in using idioms in class, but also significantly improved their idiomatic knowledge, indicating that the flipped learning was successful in achieving the instructional goals of the class. The authors present insights into the impact of theory-based flipped learning on motivation and idiomatic acquisition; student impressions of the online platform used, LINE; and offer recommendations for practice. class by watching the instructor's videos, they can learn at their own pace because they are able to pause, rewind, and replay the videos at will. Repeated exposure to the learning materials and resources strengthens and deepens the students' understanding of the material. The knowledge can then be applied in a richer scope during in-class activities. Flipped learning frees instructional time, consequently allowing for more dynamic and interactive classroom learning experiences, as illustrated by the four components of the four pillars of F-L-I-P TM model, i.e., flexible environment, learning culture, intentional content, and professional educator .
Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation
Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2021
This article presents an action research study examining the implementation of flipped classroom model supported with Web 2.0 technology to provide opportunities to use the target language and to motivate learners. Our participants were 12th grade language class students who were learning English as foreign language in a state school in Turkey. Our data came from a variety of sources including pre-and post-treatment questionnaires, teacher journals, lesson evaluation forms, observation tasks, and semi-structured interviews. Our findings revealed that participating students held positive perceptions and a high level of motivation towards the integration of Web 2.0 technology to Flipped Classroom in their English language learning process. Additionally, they reported a number of advantages associated with flipped learning model and Web 2.0 tools such as increased readiness to the lesson, improvement in variety of language and 4C (i.e., critical thinking, creative thinking, communicating and collaborating) skills, fostered teamwork and boosted creativity. In light of our findings, we propose pedagogical implications for EFL practices.
A Flipped Learning Approach to University EFL Courses
2018
This chapter reports on a research project in a university English as Foreign Language program in Japan that explored ways to sustain active participation in e-learning tasks that were intended to improve students’ scores on the Test of English for International Communication (TOEIC). A flipped learning (FL) approach to a blended learning (BL) teaching methodology was adopted. A web-based courseware, ATR CALL BRIX was used. The students used mobile devices to access the courseware before class in order to prepare for in-class teacher-student analysis of their performance on the learning tasks. The teaching methodology integrated the online and in-class tasks in a single learning environment by means of an e-mentoring system used in conjunction with an in-class student self-evaluation task. A Flipped Learning Approach to University EFL Courses
The Iranian Intermediate EFL Learners` Attitudes towards Using Flipped Teaching via Google Classroom
Research in English Language Pedagogy, 2021
Flipped teaching is the process of moving lecture content from face-to-face class time to before class. The potential values of flipped teaching in which learners are actively engaged in the learning process have been emphasized during the past years; however, there is still little research evidence about the attitudes of the learners towards flipped teaching and the use of technology. The present investigation aimed to explore Iranian EFL learners' attitudes towards flipped teaching. To this end, 40 female intermediate EFL learners with the age range of 19 to 29 from the training department of the National Iranian Oil Company (NIOC) in Khuzestan, Iran, based on the Oxford Quick Placement Test (OQPT) were selected through convenience sampling and assigned into two groups with the same instructional strategies since having 40 students in a single class was not possible. An attitude questionnaire was examined in terms of frequencies and percentages. The results of frequency analyses indicated that EFL learners in the study had a positive attitude towards flipped teaching and agreed that it was helpful to them in many ways. The findings can be of significance for EFL learners, instructors, and syllabus designers.
Students’ attitudes toward flipped classroom model: Focusing on Iranian advanced EFL learners
English Language Teaching and Research Journal (ELTAR-J), 2020
Flipped classroom is an engaging, student-centered approach that has been built to enhance the quality of the classroom time. Generally speaking, this approach, whose implementations are performed mostly in physical sciences, has also recently attracted the attention of educators and scholars in various disciplines. Flipped classroom technology is an advancement that helps learners to enhance engagement, increase motivation and develop their communicative abilities. The current study aimed to examine Iranian advanced EFL learners’ attitudes toward using flipped classroom model. To fulfil this objective, 80 advanced EFL learners answered an attitude questionnaire after 10 sessions instructed in a flipped classroom. After collection the data and analyzing them, the results indicated that the learners’ attitude toward using flipped classroom was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to...
Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom
Advances in educational technologies and instructional design book series, 2017
During the last few years flipped classrooms have aimed to provide more authentic forms of student engagement in which learners have greater opportunity to utilise classroom time more effectively. This chapter reports on a preliminary study conducted in a private higher education institution in Oman involving 16 students enrolled in Level 3 of the English GFP (General Foundation program). It investigated the effect of the flipped model on the engagement of EFL (English as Foreign Language) learners in writing skills, focusing specifically on their cognitive, behavioural, emotional, and agentic levels of engagement. Students' self-report questionnaires and focus group interviews were used in a mixed methods approach. The results revealed that students' overall level of behavioural and emotional engagement was closely related to their cognitive engagement and agency. The chapter calls for more research on the flipped classroom in relation to writing skills as well as the need to identify strategies to help with the extra non-classroom activities required of them.
Journal of Modern Research in English Language Studies, 2021
The flipped teaching has nowadays become a new movement in teaching and is getting pervasive in the educational system. The goal of the present study was to explore if there was any significant difference between L2 learners' oral complexity, accuracy, and fluency (CAF) in flipped and traditional classes. To do so, both traditional and filpped classes were resorted to in order to see which class matched the students' needs. Moreover, this study was done to find out if it had any significant effect on the learners' motivation, self-efficacy, engagement, self-confidence, and autonomy. Via an OPT, 40 homogenous, lowerintermediate students were chosen from a language school in Isfahan, Iran. Then, they were randomly assigned to experimental 1 and 1 control groups. Initially, all the students attended an interview session and their responses were audio-recorded; then, 2 teachers scored their responses to make certain the interviews enjoyed reliability. Afterward, the students took a pretest with 2 questions relevant to their actual life and the grammar they would acquire in the course of the treatment. After taking 4 treatment sessions, the students received a posttest to see how much they had progressed during the 4 treatment sessions. Also, a questionnaire was adapted from another study to figure out the students' satisfaction regarding this type of teaching. The results revealed that the flipped class increased the students' motivation, selfefficacy, engagement, self-confidence, and autonomy. However, no significant difference was seen between the learners in the flipped class and those in the traditional class, as far as oral CAF was concerend. Based on the students' answers to the questionnaire, most were satisfied with the flipped model. To conclude, materials developers and syllabus designers should modify instructional materials and books taught in language schools and add some parts to them in line witth technology to satisfy digital natives.
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 2021
Teaching English as a Foreign Language (EFL) has undergone theoretical and practical changes during decades depending on the conditions of the era. Changing circumstances have caused different approaches to emerge. With the introduction of the internet into social life and the area of education, different technological infrastructures have been created and put into practice in schools. While IT (Information Technology) once was only taught as a course at schools, even the courses themselves are now being provided through the Internet and the technological infrastructures it presents. Technological advances in recent decades have modernized EFL teaching accordingly. Technology has been benefited to assist the teaching and learning process and specially to deliver the information in different modes. As a more recent development, with widely implemented distance education after the COVID-19 pandemic broke out in the beginning of 2020, which affected the whole education system and settings, the need for emphasizing and investigating contemporary educational models and approaches for EFL classes has become a necessity. Therefore, in this conceptual study, we aimed to discuss blended learning and flipped classroom theoretically as contemporary approaches that are used in EFL classrooms. Specifically, we discussed the hegemony of technology, blended learning and flipped classroom in English language classrooms by investigating the recent studies and the literature on these concepts. The literature has revealed that these contemporary instruction modes which have increasingly been investigated are highly advantageous and useful for both teachers and students. In this conceptual study, it has been concluded that blended learning and flipped classroom are effective in increasing students' academic performances and motivation. It has also been found that they can lead students to have positive attitudes towards learning English.