Design and implementation of a videoconferencing-embedded flipped classroom (VEFC) in college-level EFL

Abstract

This paper aims to describe the videoconferencing-embedded flipped classroom (VEFC) as a viable instructional design and practice to overcome the present challenge of Teaching English as an International English (TEIL) in Japan’s traditional EFL classroom. It will also discuss the effects and implications as a consequence of implementing this VEFC pedagogy in the classroom. Specifically, this paper will describe the four stages of VEFC: 1) out-of-class asynchronous task “connect with ELT scholars”; 2) in-class synchronous task “interact with ELT scholars”; 3) out-of-class asynchronous task “engage in reflective journals”; and 4) in-class synchronous task “collaborate to make a group presentation.” VEFC can be an effective pedagogical choice that teachers can adopt to prepare their students to become competent English users in other EFL contexts.