Flipped Classroom: Its Effects on ESL Learners’ Critical Thinking and Reading Comprehension Levels

Fulgueras, Michael Jordan; Bautista, Judy C.

doi:10.36892/ijlls.v2i3.228

Cited by 9 publications

(20 citation statements)

References 4 publications

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“…The articles reviewed were the results of research conducted in junior high school [27], [28], senior high school [13], [29], [30], and higher education [8], [15], [31]- [39] levels in different countries (Hong Kong, South Africa, USA, Malaysia, Taiwan, England, Iran, Palestine, Vietnam, Indonesia, and Philippines). The results of the review are presented in Table 1 (the order of articles is based on the year of publication) and described based on the research questions, as follows:…”

Section: Resultsmentioning

confidence: 99%

“…Several researchers have pointed that students' pre-class learning status could influence their in-class learning outcomes, including the learning tasks related to problem solving and CT [13]. The discussion and activities used the outside classroom activities to provide opportunities for the students to develop their CT [30].…”

Section: Discussionmentioning

confidence: 99%

“…RSI-based FC developed the students' learning achievement, CT, self-efficacy, and satisfaction more than the traditional case-based training did. [30] Conducted at a senior high school in Philippines, to learners of English as a Second Language (ESL) (N=212). Aim: To find out if FC can also be used effectively in teaching English as a second language with special focus on improving (1) CT levels, and (2) reading comprehension levels.…”

Section: A Student Learning Activities and Technology Used In Fc To Develop Ctmentioning

confidence: 99%

“…In general, the reviewed articles reported that the application of FC can improve CT. Through quasi and true experimental research design, the result of pre-test and post-test revealed that CT tests score of experiment group, which used FC instruction, statistically significant different form the control group, which used conventional/traditional instruction [15], [29], [37], [28], [30]. In the quasi experimental with one group time series design showed that after the implementation of the FC and project-based learning model, the average CT score of post-test was significantly different from the pre-test [38].…”

Section: The Influences Of the Applications Of Fc On Developing Ctmentioning

confidence: 99%

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How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review

Nugraheni¹,

Surjono²,

Aji³

2022

IJIET

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This review aimed at providing a comprehensive overview of how the flipped classroom can give the positive effects on developing students’ critical thinking skills. Data were collected from four databases, which included Google Scholar, ResearchGate, EBSCO, and Emerald. This study synthesized the findings of 16 studies published from 2015 to 2020. The results revealed that there were many learning activities that could be designed in a flipped classroom both outside and inside the classroom so that it allowed students to be actively involved in learning, flipped classrooms could also be integrated with other learning methods and utilize various technologies to increase their effectiveness in developing students’ critical thinking skills.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: A Student Learning Activities and Technology Used In Fc To Develop Ctmentioning

confidence: 99%

Section: The Influences Of the Applications Of Fc On Developing Ctmentioning

confidence: 99%

See 2 more Smart Citations

How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review

Nugraheni¹,

Surjono²,

Aji³

2022

IJIET

View full text Add to dashboard Cite

show abstract

“…The Flipped Classroom Method provides students with the opportunity to learn at their own pace, allowing them to collaborate with one another, and letting them raise concerns and clarifications in a timely manner can be considered as an effective way to develop their critical thinking and reading comprehension (Fulgueras & Bautista, 2020). Even though, findings manifest that students benefit in conventional lecturediscussion, the Flipped Classroom Method provides better opportunities for students to maximize their learning in the ESL classroom, especially with regard to the development of critical thinking and reading comprehension levels (Sin & Siahpoosh, 2020).…”

Section: Results On the Reviewed Literaturementioning

confidence: 99%

Análisis Pedagógico del Aula Invertida para el Desarrollo de la Comprensión Lectora y la Producción Oral en el Idioma Inglés

et al. 2021

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El siguiente estudio de investigación bibliográfica está orientado a presentar una revisión de la influencia del método de aula invertida en la comprensión lectora y producción oral en el idioma inglés. Este método demuestra brindar mejores oportunidades para que los estudiantes maximicen su aprendizaje en el aula de English as a Foreign Language / English as a Second Language, especialmente en lo que respecta al desarrollo de su pensamiento crítico, niveles de comprensión lectora, desarrollo de la fluidez lectora y motivación, también les brinda a los estudiantes más oportunidades para participar en clase, les ayuda a aumentar su confianza en sí mismos y un efecto positivo en la capacidad de comunicación oral en inglés de los participantes. Además, el desarrollo de la fluidez lectora es fundamental para que los estudiantes obtengan información para mejorar su comprensión lectora y su rendimiento oral. Finalmente, los hallazgos de los artículos revisados indican una influencia positiva de la implementación del método de aula invertida en estudiantes de English as a Foreign Language / English as a Second Language.

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An Investigation of Flipping an English Reading Course: Focus on Reading Gains and Anxiety

Mohammaddokht

Fathi

2022

Education Research International

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The aim of this research was to explore the effect of flipped classroom on English as a Foreign Language (EFL) learners’ reading skill and reading anxiety. For this purpose, a sample of 44 Iranian EFL learners was recruited and randomly assigned to a flipped group (N =23) and a non-flipped group (N =21). Using a quasi-experimental design, the researchers employed an experimental group that received flipped instruction and a control group that were instructed based on the regular method for a period of four months. The reading component of the Cambridge Preliminary English Test (CPET) and a scale of reading anxiety were given to assess the reading comprehension and reading anxiety of the participants as pre-test and post-test of the study. The outcomes of the research indicated that the learners in the flipped class substantially performed better than those of the non-flipped class regarding EFL reading gains. Also, flipping the course significantly reduced reading anxiety of the participants. According to these results, it may be concluded that EFL teachers can utilize flipped instruction for their reading courses.

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Flipped Classroom: Its Effects on ESL Learners’ Critical Thinking and Reading Comprehension Levels

Cited by 9 publications

References 4 publications

How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review

How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review

Análisis Pedagógico del Aula Invertida para el Desarrollo de la Comprensión Lectora y la Producción Oral en el Idioma Inglés

An Investigation of Flipping an English Reading Course: Focus on Reading Gains and Anxiety

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