Effects of Flipped Classroom on High- and Low-achievers’ English Vocabulary Learning

Abstract

The flipped classroom, an approach that extends learning beyond the classroom, has been extensively and empirically researched in the science and math disciplines. However, whether the flipped classroom is feasible in senior high school education-where variation in student performance is of particular concern-has yet to be examined. In this light, this study set out to verify the feasibility and effectiveness of the flipped classroom in high school education, and to compare its effects with conventional lecture-based instruction on high school students with different levels of foreign language (English) vocabulary knowledge. After six weekly sessions, it was found that both methods of instruction were effective in promoting vocabulary gains. However, the flipped classroom was better able to reduce variation among students in a multi-level class. Importantly, although both high and low achievers benefited from the flipped classroom instruction and were left with a positive attitude toward the additional workload it entailed, the effect of the flipped classroom seems to be more manifest in low achievers. Based on the above findings and the results of questionnaire data, the pedagogical implications are discussed.

Flipped Learning in Education: A Content Analysis

“…The 362 FCM based studies involved different methodologies the analysis of which explored that the documents distributed on FLM in education, within the range of ten years (2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020), mostly employed mixed-methods research design (f=178, %=49.17), followed by a quantitative research design (f=121, %=33.43). The analysis of research design revealed that multiple tools were utilized to collect in-depth information revealing the effectiveness of the FCM (e.g., Bouwmeester et al, 2019;Burns et al, 2019;Finkenberg & Trefzger, 2019;Halasa et al, 2019;Jitjumnong & Suksakulchai, 2019;Parra-Gonzalez et al, 2020;Wang & Zhu, 2019;Yang et al, 2019;Zamora-Polo et al, 2019). The tools utilized in gathering the required data were mainly surveys, questionnaires, observations, interviews and field notes.…”

Flipped Classroom Model For EFL/ESL Instruction in Higher Education: A Systematic Literature Review

“…The majority of the studies (n = 12) were grounded on the scheme of constructivism (Yu & Gao, 2022;Zhonggen, 2019;Cabi, 2018;Bonyadi, 2018;Yang et al, 2019;Vaezi et al 2019;Zainuddin et al, 2019;Abdullah et al, 2019B, Chen & Liu, 2019Liu & Zhang, 2018;Li & Qu, 2019). Constructivists believe that learners build their own knowledge by integrating new information with their pre-existing knowledge instead of obtaining information passively.…”

“…For instance, a study by Yang et al (2019) was conducted based on the F-L-I-P™ principle. This principle emphasizes the need for flexibility in the learning environment, self-directness in learning, qualified learning materials, and the professionalism of the educators.…”

“…All studies in this review involved EFL/ESL students of higher education from different parts of Asia nations. For instance, a total of 16 studies were conducted in East Asia such as China (Yu & Gao, 2022;Li & Li, 2022;Zhonggen, 2019;Zhang, 2019;Teng, 2017;Liu & Zhang, 2018;Li and Qu, 2019), Japan (Leis & Brown, 2018), Taiwan (Yang et al, 2019;Shyr & Chen, 2018;Chen & Liu, 2019Wu et al, 2017;Chen Hsieh et al, 2017) and South Korea (Lee & Wallace, 2018). In Southeast Asia, two studies were reported from Indonesia (Zainuddin et al, 2019;Aprianto et al, 2020) and one study was conducted in Thailand (Santikarn & Wichadee, 2018).…”

“…Aside from quasi-experimental design, six studies included randomization in subject selection to incorporate an experimental design (Li & Li, 2022;Yu & Gao, 2022;Zhonggen, 2019;Cabi, 2018;Yang et al, 2019;Teng, 2017). Zhonggen (2019) adopted an experimental design combined with a mixed-method approach using four scales, including a CET 4 to determine English proficiency and three scales to identify interaction feasibility, self-efficacy, and self-regulation levels.…”