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

Zain, Dodi Siraj Muamar

doi:10.17323/jle.2022.12855

Cited by 5 publications

(9 citation statements)

References 35 publications

(167 reference statements)

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“…Related activities have to be integrated in lesson plain. "The lesson plan should cover learning activities not only inside but also outside the classroom" (Zain, 2022). Integrating culture into the language teaching programs has an effect on motivation of the language learners and the process of teaching and learning (Rohmani & Andriyanti, 2022).…”

Section: Discussionmentioning

confidence: 99%

Constraints Based Behaviours in EFL Mastery of English Education Students

2023

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Purpose. This manuscript is a result of a research that aims at identifying Constraints Based Behaviours in EFL (English as a Foreign Language) Mastery. Methods and procedure. This scientific research result manuscript has data obtained descriptively and analysed qualitativelyso that qualitative descriptive method is used. Graduade students of English Education Study Program, Faculty of Teacher Training and Education as its subjects have to do real behaviours for overcoming the constraints to master the EFL that has been learnt to decode and encode messages for having solution of problem through activities that have not been realized because of the constraints. Its specific target is realization of the university students’ behaviours supporting their English competence/knowledge and performance/skill. They have to realize main points of activities based on their problems in learning that foreign language to be behaviours based on the constraints in mastering that international language. This is to identify the students’ constraints to hopefully be overcome by the English education students and lecturers. The students are intended to freely use their English so that they do have the foreign language skills: receptive and productive skills. Results. Resultsof the research indicate thatthe English education students sometimes learn English, use/produce it so that they can understand/comprehend it, develop their skills, and always improve their English. English skill that they master most is Reading. They master oral English more than visual one and most of them do English speaking skill/activities and they in mastering the English have most constraints on reading skill. Conclutions. English education students experienced most constraints on Reading Skill, have behaviours for overcaming the constraints, and then can master most that skill. Thus, constraints based behaviours of English education students in EFL mastery are identified through their experiences consistently.

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Section: Discussionmentioning

confidence: 99%

Constraints Based Behaviours in EFL Mastery of English Education Students

2023

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“…RQ4 How does gamification affect students' academic performance? Arufe-Giráldez et al [28], Arias and Mon [30], and Subhash and Cudney [33] agree that gamification positively affects students' academic performance (33%). With students being better disposed to learn, they achieved higher cognitive performance, reflected in their final grades and the development of skills and knowledge.…”

Section: Rq1 What Strategies Do Teachers Use To Incorporate Gamificat...mentioning

confidence: 99%

“…Reference Benefit [16,26,29,33] Motivation [1,16,26,33] Academic performance [16,32,33] Commitment [1,16,29] Learning outcomes [26] Motor control improvement [28] Cognitive performance [29] Participation [30] Interaction and teamwork [32] Feedback [30] Autonomy in learning [1] Mental functions, cognitive competence and cognition, attention, performance, skills, and knowledge.…”

Section: Rq1 What Strategies Do Teachers Use To Incorporate Gamificat...mentioning

confidence: 99%

Impact of Gamification on Motivation and Academic Performance: A Systematic Review

Jaramillo-Mediavilla,

Basantes-Andrade,

Cabezas-González

et al. 2024

Education Sciences

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This study aims to examine the existing evidence on gamification in educational settings, highlighting its impact on motivation and academic performance. Methodologically, a Systematic Literature Review (SLR) was developed under the PRISMA statement criteria using three multidisciplinary databases: Web of Science, Scopus, and Scielo. According to the inclusion, exclusion, and quality criteria, it was determined to include 9 SLR articles on gamification that address at least one of the two key variables: student motivation or academic performance. The articles were published between 2016 and 2022, available in open access, written in English or Spanish, and with content that is directly related to the research questions. The results reveal that gamification significantly influences motivation by facilitating the assimilation of knowledge, the improvement of skills and academic competencies of students, and specifically refers to a wide range of capabilities that are essential for success in the educational environment and that can be enhanced through playful and interactive learning experiences. These skills can be cognitive, self-learning, social, or collaborative, among others. It is concluded that creativity and adaptability are key to successfully implementing gamification in the classroom.

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“…The purpose of the rst and second phases were to develop the students 'interest loop' and 'driven creation loop'. The second phase narrowed the rst phase to sharing the interest targets in each course session with the 'learn, play, do model' (Salih, 2019;Zain, 2021;Zain et al, 2021). Then, the opportunities for the learners to participate in interest practice were enhanced by boosting their learning creation in language learning to form the driven loop.…”

Section: Implementation Of Idc English Coursementioning

confidence: 99%

Interest-driven creator English course for developing Chinese private college students’ listening and speaking proficiency based via blended setting

Wang

Chen

2023

Preprint

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The aim of this study is to improve the English learning outcomes of undergraduate students enrolled in bachelor’s degree by designing a compulsory interest-driven creator (IDC)-based English course in blended setting. A total of 210 Chinese college students participated in a quasi-experimental intervention. The research treatment was conducted for 16 lessons over 16 weeks at a private college in China. The performance of the experimental group (EG) and the control group (CG) was assessed by Exam English as a pre-test and a post-test to investigate listening and speaking proficiency. The results indicated that the course effectively enhanced the students’ language learning outcomes. Therefore, the IDC course can be integrated in an innovative English curriculum. The EG showed a better outcome on the test than the CG. The IDC English course in the blending setting efficiently enhanced the students’ English listening and speaking skills.

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

Cited by 5 publications

References 35 publications

Constraints Based Behaviours in EFL Mastery of English Education Students

Constraints Based Behaviours in EFL Mastery of English Education Students

Impact of Gamification on Motivation and Academic Performance: A Systematic Review

Interest-driven creator English course for developing Chinese private college students’ listening and speaking proficiency based via blended setting

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