Conceptions and Viewpoints of English as a Foreign Language Undergraduate Students towards Flipped Instructed Classroom

Abstract

There have been extensive studies that have investigated the favourable impacts of flipped classroom instruction regarding the introductory language/first language (i.e., L1) setting. However, there is limited research about the effect of flipped classroom instruction in foreign language backdrop in Asia, particularly in Bangladesh. The purpose of this study is to investigate the perceptions and attitudes of the undergraduate Bangladeshis learners towards the flipped learning classroom method. The current study employed an explanatory sequential design under mixed-methods among a sample of two hundred students. A questionnaire and semistructured interview as research instruments were used to collect data in this study. The results of the questionnaire revealed that the flipped learning strategy assisted students in learning grammar. Furthermore, learners had favourable conceptions and viewpoints regarding the flipped classroom instruction method. Correspondingly, the results of the interview which was semistructured in nature highlighted foursome key characteristics of the flipped classroom instruction method: collaboration, improvement of relationship, use of more technology, and favourable learning environment. This research might be of interest to English teachers, students, researchers, and other stakeholders as well.

The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review

“…Etemadfar et al (2020),Abdullah et al (2021),Ghufron and Nurdianingsih (2021),Noroozi et al (2021) Increasing engagementEtemadfar et al (2020),Fathi and Rahimi (2022),Hasan et al (2022),Khabir et al (2022);Li and Li (2022),Samiei and Ebadi (2021),Ghufron and Nurdianingsih (2021), O ¨zt€ urk and C xakırog˘lu (2021), Purwanti et al (2022), Anggoro and Khasanah (2022), Ye (2022); Enhancing peer interactions Abdullah et al (2021), Etemadfar et al (2020), Hasan et al (2022), Khabir et al (2022), Samiei and Ebadi (2021), O ¨zt€ urk and C xakırog˘lu (2021), Fischer and Yang (2022), Noroozi et al (2021), Shooli et al (2022) Promoting higher-order thinking Etemadfar et al (2020), Samiei and Ebadi (2021), Ye (2022) Enhancing learner autonomy Etemadfar et al (2020), Fathi and Rahimi (2022), Ghufron and Nurdianingsih (2021), Khabir et al (2022), Li and Li (2022), Mohammaddokht and Fathi (2022), Rajabi et al (2021), Soltanabadi et al (2021), Ye (2022) Enhancing self-confidence Abdullah et al (2021), Chang and Lan (2021), Etemadfar et al (2020), Hasan et al (2022), Khabir et al (2022); Lin and Mubarok (2021) Advancing student-instructor collaboration Etemadfar et al (2020), O ¨zt€ urk and C xakırog˘lu (2021), Lin and Mubarok (2021) Decreasing speaking anxiety Abdullah et al (2021), Chang and Lan (2021) Increasing willingness to speak Abdullah et al (2021), Chang and Lan (2021) Improving motivation Abdullah et al (2021), Fathi and Rahimi (2022), Ghufron and Nurdianingsih (2021), Anggoro and Khasanah (2022) Enhancing writing performance Fathi and Rahimi (2022), Ghufron and Nurdianingsih (2021), O ¨zt€ urk and C xakırog˘lu (2021), Shooli et al (2022) Improving reading skills Hasan et al (2022), Khabir et al (2022), Mohammaddokht and Fathi (2022), Samiei and Ebadi (2021), O ¨zt€ urk and C xakırog˘lu (2021) Decreasing reading anxiety Mohammaddokht and Fathi (2022) Promoting peer collaboration Samiei and Ebadi (2021), Ghufron and Nurdianingsih (2021) Promoting active learning Hasan et al (2022), Ghufron and Nurdianingsih (2021), O ¨zt€ urk and C xakırog˘lu (2021), Purwanti et al (2022) Promoting students' responsibility for learning Ghufron and Nurdianingsih (2021) Enhancing speaking skills O ¨zt€ urk and C xakırog˘lu (2021), Chang and Lan (2021), Fischer and Yang (2022), Ye (2022), Lin and Mubarok (2021, pp. 63 and 90) Enhancing grammar Hasan et al (2022), O ¨zt€ urk and C xakırog˘lu (2021), Noroozi et al (2021) Improving vocabulary knowledge Soltanabadi et al (2021), Lin and Mubarok (2021) Increasing learning outcomes Hajebi (2020), Purwanti et al (2022), Anggoro and Khasanah (2022), Lin and Mubarok (2021) Flexible learning environmentLi and Li (2022),Khabir et al (2022) …”

Language Teaching through the Flipped Classroom: A Systematic Review

“…Moreover, to a lesser extent in Bangladesh [37], Bhutan [41], Cambodia [29], China [38], Colombia [32], the United States [40], Malaysia [43], Mexico [45], and Russia [42]. On closer examination, the Asian continent is where the most research has been carried out [23][24][25]27,29,31,33,34,[36][37][38]41,43,44,46] (57.7%), followed by Europe [26,28,30,35,39,42,47,48] (30.8%), and the Americas [32,40,45] Regarding the countries (Figure 3) in which this research has been carried out, th highest concentration is in Spain [28,35,47], Indonesia [27,33,44], and Iran [23,31,46]; fol lowed by Jordan [24,34], Taiwan…”

“…Before answering our research questions, we list the titles and authors of the selected articles (Table 4). The distribution of the number of publications on FC and language teaching shows that in the years analysed the most is in 2021 with 42.3% [23][24][25][26][27][28][29][30][31][32][33], followed by 2022 [34][35][36][37][38] and 2020 [39][40][41][42][43] (19.2%), 11.5% in 2018 [44][45][46] and, finally, 7.7% in 2019 [47,48] Figure 2:…”

“…The distribution of the number of publications on FC and language teaching shows that in the years analysed the most is in 2021 with 42.3% [23][24][25][26][27][28][29][30][31][32][33], followed by 2022 [34][35][36][37][38] and 2020 [39][40][41][42][43] (19.2%), 11.5% in 2018 [44][45][46] and, finally, 7.7% in 2019 [47,48] Regarding the countries (Figure 3) in which this research has been carried out, the highest concentration is in Spain [28,35,47], Indonesia [27,33,44], and Iran [23,31,46]; followed by Jordan [24,34], Taiwan [25,36], Turkey [30,48], and Ukraine [26,39]. Moreover, to a lesser extent in Bangladesh [37], Bhutan [41], Cambodia [29], China…”

Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study

“…Reading comprehension, a challenging process that contains components, procedures, and aspects with the desire to discover great ways of accelerating it, is an integrated process of generating meanings from a reading section (Meniado, 2016). Besides, there appeared several ways to improve EFL learners' reading comprehension, for instance, by incorporating online flipped classrooms, as supported in the literature (Öztürk and Çakıroğlu, 2021;Samiei and Ebadi, 2021;Fischer and Yang, 2022;Hasan et al, 2022;Mohammaddokht and Fathi, 2022). According to Samiei and Ebadi (2021), WebQuest-based flipped classroom significantly enhances learners' inferential reading comprehension as revealed via the data analysis.…”