Exploring Flipped Classroom Effects on Second Language Learners’ Cognitive Processing

Abstract

This study investigated the cognitive effects of the flipped classroom approach in a content-based instructional context by comparing second language learners' discourse in flipped vs. traditional classrooms in terms of (1) participation rate, (2) content of comments, (3) reasoning skills, and (4) interactional patterns. Learners in two intact classes participated and were taught in either a flipped classroom (n ¼ 26) or a traditional classroom (n ¼ 25). In the flipped class, the learners listened to an online lecture before class and participated in a small-group discussion in class. In contrast, the learners in the traditional class listened to a teacher-led lecture in class and then immediately participated in a small-group discussion in class. The learners' discussions were audiorecorded. Quantitative and qualitative analyses indicated no difference in participation rates; however, the students in the flipped classroom produced more cognitive comments involving deeper information processing and higher-order reasoning skills and showed more cohesive interactional patterns than did the students in the traditional classroom. These results indicate that flipped classrooms can effectively promote higher-order thinking processes and in-depth, cohesive discussion in the contentbased second language.

Managing cognitive load with a flipped language class: An ethnographic study of the student experience

“…Studies investigating the FC treatment of postsecondary L2 grammar instruction have been few; however, a number of researchers have studied the impact of flipped approaches on other aspects of L2 learning. For example, in a controlled study of a single intervention in an intermediate L2 Korean course, Kim, Park, Jang, and Nam () compared FC and “traditional” classroom discussion of product placement in Korean television programs, reporting that “besides being more coherent, discussions in the flipped classroom appeared to involve more creative and higher‐order arguments in which speakers offered solutions or further actions to be taken to address the problems under discussion” (p. 276). They attributed the “rich cognitive activity” enabled by their new approach to students being able to work at their own pace and therefore having time to process the course material before engaging in face‐to‐face discussion.…”

Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

“…The first phase is the pre-class individual learning phase, during which the students are exposed to the learning content through a variety of media formats, such as video and text (Bergmann & Sams, 2012;Bishop & Verleger, 2013;Mohamed & Lamia, 2018;Sun et al, 2018). The second phase is the in-class interactive learning phase, in which students have various types of interactive learning activities, such as Q&A, explanation of advanced concepts, discussions, problem solving and collaborative projects (Long, Cummins, & Waugh, 2017;Kim & Park, 2017;Lee, Lim & Kim, 2017). In the flipped classroom, students are transformed from passive learners to active learners (Kim & Park, 2017;Sun et al, 2018).…”

“…The second phase is the in-class interactive learning phase, in which students have various types of interactive learning activities, such as Q&A, explanation of advanced concepts, discussions, problem solving and collaborative projects (Long, Cummins, & Waugh, 2017;Kim & Park, 2017;Lee, Lim & Kim, 2017). In the flipped classroom, students are transformed from passive learners to active learners (Kim & Park, 2017;Sun et al, 2018). In the pre-class learning phase, students can control their learning pace (Bergmann & Sams, 2012;Sun et al, 2018).…”

“…In the pre-class learning phase, students can control their learning pace (Bergmann & Sams, 2012;Sun et al, 2018). The in-class interactive learning activities not only offer students more responsibilities for their own learning, but also require more complex thinking and reasoning skills (Elmaadaway, 2018;Kim & Park, 2017). These activities can engage students in higher-order thinking and problem-solving experiences (Kim & Park, 2017;Lee, Lim et al, 2017).…”

“…The flipped classroom is an instructional model in which subject learning information is introduced to students before class typically using technology, and allows more advanced learning activities during in‐class time, meaning students have more opportunities to participate in meaningful interactive activities such as Q&A, discussions and explanations of advanced concepts, and collaborative projects (Boucher, Robertson, Wainner & Sanders, ). Research has shown that as an innovative, student‐centered, active learning instructional model, the flipped classroom can have a positive impact on students’ learning in higher education (Elmaadaway, ; Kim & Park, ; Sun, Xie & Anderman, ). However, much of the recent research on the flipped classroom is based on students’ self‐reported data regarding their experiences, attitudes and perceptions during their flipped classroom learning, and typically focus on a specific and single flipped classroom course (Elmaadaway, ; Lopes & Soares, ).…”