Investigation of contemporary instruction modes in EFL teaching: blended learning & flipped classroom (original) (raw)
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The application of flipped classroom approach in online ESL-EFL teaching context
The application of flipped classroom approach in online ESL/EFL teaching context, 2022
The theory and practice of blended learning is a topical issue of Uzbek and foreign linguodidactics. However, the application of the flipped learning model in teaching English as a foreign language and a second language have not yet been sufficiently studied. The article considers the inverted learning model as a tool for the internalization of students in the transition to an autonomous discourse in the target language. Multimodel resources and a scaffolding strategy are presented as a means of providing an individual learning trajectory and context-driven aspectual English learning. Various interactive forms of organizing educational material and means of developing its reflective understanding are designated as a mechanism for increasing the effectiveness of the formation of foreign language communicative competence.
Technology has impacted all fields of society: sciences, media, and social interactions, and above all education. The emergence of Information and Communication Technologies has brought both opportunities and challenges for teachers and educational institutions at all levels. In the field of foreign language education, the influence of cutting-edge technology appears to be more crucial; a myriad of models, trends and applications seem to provide opportunities to enhance the quality and accessibility of language learning for everyone. One of those models is blended learning (BL). Graham (2003) claims that BL encourages: access to knowledge; social interaction; personal agency; cost effectiveness and ease of revision; pedagogy; increased access and flexibility; an increased cost and effectiveness. Another trend is the Flipped Classroom (FL). Tucker (2012) defines it as an instructional approach in which instruction occurs in advance and classroom time is maximized. Grounded in our praxis as tutors in a Blended program that uses flipped classroom in a higher institution in Colombia, here we report a case study on the challenges and strategies that teachers and learners recognized during two academic semesters. The program has faced challenges such as: technology, resources for design and implementation, attitudes of students, English teachers, and administrators towards the program, teachers’ development, oral performance, interaction, and feedback. A review of the literature, and data collected from institutional evaluations, interviews and surveys illustrate how the program has created strategies and methodologies to achieve effective EFL learning regardless the setbacks. With regard to strategies, the findings reveal that the teachers and learners developed resourcefulness, adaptation to new environments and tools, optimization of available materials, a humanistic approach and diverse learning styles to succeed in the learning process. Finally, the main factors for students’ success dealt with: self-regulation, self-efficacy, personalized tutoring and constant interaction with the tutor and classmates. There are still many challenges and heated debates on the effectiveness of blended learning programs but their usefulness and emergence is clear. Keywords: English as a Foreign Language, Blended Learning, Flipped Classroom, Higher Education, Material Design, Self-regulation, Self-efficacy, Tutoring.
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
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 .
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.
THE USE OF MOODLE TO ENRICH FLIPPED LEARNING FOR ENGLISH AS A FOREIGN LANGUAGE EDUCATION
The paradigm of education has been changed around the globe because of the recent development of smart technology. Thanks to these changes, various web-based course management systems or instructional approaches have been integrated into classroom learning and teaching in order to inspire the study of digital native young generation. This study investigates university students' learning experiences in using Moodle as the online learning management system which is intended to facilitate flipped learning procedures within the context of English as a foreign language (EFL). Moodle is a web-based learning management system with pedagogical approaches based on constructivism, which emphasizes the roles of shared learning communities, learner-centeredness, and social interaction in the learning context. Flipped learning has been introduced as an effective instructional method which can supplement conventional teacher-centered instruction and help to promote learner-centered learning milieu in language classrooms. Along with the use of Moodle as the learning management system, adopting flipped learning as an effective instructional strategy can accomplish the pedagogical paradigm of constructivism. This paper examines a variety of issues about adopting Moodle as an online learning management system and implementing flipped learning in EFL education. This study also scrutinizes how integrating Moodle into flipped classrooms has improved students' English language learning and classroom interaction.
Using Blended Approach for EFL Learning: A Step towards 21st Century Classrooms
World Journal of English Language
The increasing use of technology for the teaching-learning activity has seen a significant change in the learning approach across the globe including the teaching of English as a foreign/second language. In this context, the teacher makes use of online classes along with the formal or in class approach for EFL learning. Consequently, the blended learning approach has seen an influx of research and considered as a potential area of research for the teachers. As opposed to the sheer use of e-learning, blended learning promotes the use of different technological equipment for EFL instructions in addition to the traditional method or face to face approach. Therefore, several higher learning centers have already started using blended learning to teach EFL learners. However, this phenomenon is more prevalent in the developed nations as compared to the developing countries like Saudi Arabia. Therefore, the author aims to determine the attitudes and perceptions of EFL learners towards the u...
The Use of Blended Learning Approach in EFL Education
International Journal of Engineering and Advanced Technology (IJEAT), 2019
The 21ST-century education is a revolution that encounters the use of ICT (Information Communication Technology) as a component tool of education aligned with the contexts of teaching and learning. It is widely used in every surface of education particularly in teaching and learning EFL (English as a Foreign Language). When it comes to EFL education, traditional language teaching methodologies are intensively substituted with the new technological-integrated approaches. Currently, blended learning is used as an applicable approach and EFL education is surrounded by its features. It has really restructured the educational context and has paved the way for effective EFL practices. In fact, blended learning cooperates EFL educators with a variety of interactive language activities while it is a double component, integration of face-to-face education and technology-generated approaches. Therefore, this article investigates the use of blended learning approach in EFL education and undertakes an in-depth review of literature, practices, and authentic enhancements of blended learning in the context of EFL education. The study enriches creative ideas toward the use of blended learning approaches in EFL classrooms. It indicates that the blended learning approach provides a flexible language learning platform, endorse the academic achievements of the learners, and influences EFL education.
This paper promotes the use of flipped-classroom model as one of teaching models in vocational schools to face the AEC challenges. As the front row, vocational schools in Indonesia are highly demanded to make the teaching of English as authentic as possible to the particular job field in order to make the students able to communicate in English and compete with people from others countries, especially ASEAN, in pursuing their careers. However, the teaching of English in vocational high schools, which is should be an ESP teaching, is too general. It has not sufficient time allotment for English subject since the implementation of ESP takes longer time than general English. The implementation of blended learning will solve such hindrances. Flipped-classroom model is one of the models in blended learning where students rotate on a fixed schedule between face-to-face teacher-guided practice on campus during the standard school day and online delivery of content and instruction of the same subject from home after school. Even though the flipped-classroom model has drawbacks such as can lead to digital divide and rely too much on trust between teacher and students. However, the advantages of this model encourage students centered learning and collaborative work as to prepare themselves in welcoming the AEC, can cover the drawbacks.
The primary aim of this article is to examine the existing findings of flipped classroom (FC) pedagogy in higher education institutions (HEIs) for teaching English as a foreign language (EFL) context. Relevant studies have been scrutinised based on keywords, such as higher education, online learning, blended or hybrid teaching, flipped classrooms, and English language instruction in EFL environment. A total of 54 out of the selected 162 articles were analysed using the critical review process as the research methodology, and data were analysed using the content analysis technique. The findings revealed that flipped classroom (FC) had been applied in different parts of the world over many years. But, most of the studies are in science and engineering. Flipped classroom (FC) in the English as foreign language context has remained untapped. Most of the studies conclude that flipped classroom (FC) has more benefits compared to its drawbacks. This review makes several recommendations for further study.