A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research

IntroductionGiven the fact that flipped instruction especially with the aid of technology has gained momentum in second language (L2) instruction, numerous L2 researchers have explored the usefulness of flipped classroom for L2 learning.MethodsAs an attempt to further this research area, the current research examined the effect of flipped listening instruction on the Chinese English as a foreign language (EFL) students’ listening performance and listening anxiety using a quasi-experimental research design. To this end, a total number of 44 EFL learners from two intact classes in a Chinese language school were selected as the participants of the research and they were randomly assigned as the control group (N = 21) and an experimental group (N = 23). Within a course of one semester, the control group was instructed employing traditional listening instruction, while the experimental group were taught based on the flipped mode of instruction.ResultsThe data collection was carried out by administering the listening section of IELTS and Foreign Language Listening Anxiety Scale (FLLAS).DiscussionThe results of ANCOVA revealed that the flipped listening instruction significantly enhanced listening performance of the participants. Also, the flipped classroom substantially reduced listening anxiety of the EFL learners. The outcomes of this research might provide notable implications for EFL practitioners.

Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Section: Flipped Classroommentioning

confidence: 99%

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Investigation of the effect of flipped listening instruction on the listening performance and listening anxiety of Chinese EFL students

Luo²

2022

“…The preparation work may lead to a greater workload for students ( Huang et al, 2020 ), and even affect students’ learning engagement ( Fredricks et al, 2004 ). Specifically, improper selection and organization of pre-class learning materials, even late delivery of pre-class materials to students, may hinder students’ active performance ( Shahnama et al, 2021 ). Moreover, pre-class quizzes can also cause anxiety and stress for some students ( Tune et al, 2013 ; Alavi et al, 2016 ), and some students even argue that quizzes were not helpful for improving their learning performance ( Broman and Johnels, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom

Tang

Liu

et al. 2022

Students’ learning engagement is recognized as one of the main components of effective instruction and a necessary prerequisite for learning, but students’ learning engagement in flipped classroom poses some pedagogical challenges. This study aimed to promote students’ learning engagement via the flipped classroom approach. Design-based research (DBR) was adopted in this study to conduct an experiment involving three iterations in a Modern Educational Technology (MET) course in a Chinese university. The participants included 36 third-year pre-service teacher undergraduates. Classroom observations and a learning engagement questionnaire were used to measure the effectiveness of the flipped instruction in terms of students’ learning engagement. Data analysis applied descriptive statistics, ANOVA, and paired samples t tests. The results showed that after three rounds of iterative experiments, students’ learning engagement (behavioral, cognitive, and emotional) significantly improved. Several principles are provided as guidelines for instructors to implement flipped classroom approach to promote students’ learning engagement.

“…As a model, FL involves direct teaching occurring outside of class mainly via videos. An in-class FL is aimed at providing the learners with more time for engaging in discussions about the topic, problem-solving activities, collaboration among the students, and individualized teaching activities tailored to individual needs ( Francl, 2014 ; Shahnama et al, 2021 ).…”

Section: Review Of the Literaturementioning

confidence: 99%

The contribution of the flipped learning environment to value perception and controllability of classroom activities as antecedents of learners’ anxiety: A control-value approach

Liu

2022

Students enrolled in tertiary education encounter multiple challenges, which prevent them from being proficient. One of these challenges is anxiety which is a common achievement emotion that impacts many students. Anxiety may prevent learning and may be negatively related to learning due to the negative values of classroom activities and their low controllability. As a result, obtaining more research evidence on anxiety plays an important role in allowing learners to develop the skills they need in different types of technology-based environments such as Flipped Learning (FL). With the prevalence of Internet usage, FL is gaining increasing popularity among higher education individuals. The FL approach is an important model for modifying teaching, cultivating enthusiasm, and interaction, and developing educational presentations in student-focused learning circumstances. The potential affordances of the FL environment might place learners in more positive states of control and value appraisals than the environment of conventional classes, which can lead to the removal of negative emotions such as anxiety. Given the benefits of FL and the potential affordances of its environment, the purpose of this conceptual study is to argue how the inherent affordances of the FL environment can contribute to the controllability and positive values of classroom activities reducing learners’ anxiety in light of control-value theory.