Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar

Singay, S.

doi:10.17509/ijal.v9i3.23217

Cited by 18 publications

(35 citation statements)

References 17 publications

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“…Nouri (2016) also found that 75% of the students showed a positive attitude towards the flipped classroom implemented in the I. W. Lestari, Flipped classroom in Indonesian higher education: A mixed-method study on students' attitudes and experiences | 254 study. The findings also corroborated with that of Singay (2020) who found that Bhutanese students had a positive attitude towards the flipped learning model. This finding is significant because students who have positive attitudes towards learning tend to have better achievement.…”

Section: Discussionsupporting

confidence: 86%

Flipped classroom in Indonesian higher education: A mixed-method study on students' attitudes and experiences

Lestari

2021

SiELE

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The flipped classroom has been widely applied in many educational settings. Thus, it is significant to understand how its implementation is perceived by students. This mixed-method study aimed to find out the fourth-year students’ attitudes at a university in Indonesia on the flipped classroom they attended. It was also aimed at exploring their perception of the benefits and pitfalls they experienced when attending the flipped classroom. Employing a convergent mixed-method design, the quantitative data were obtained from 75 students (n=75) who were asked to complete a questionnaire. For the qualitative data, 13 students, divided into two groups, were invited to participate in a focus group interview to explore their experiences in attending the flipped classroom. The findings indicated that the students had positive attitudes towards the flipped classroom (M=2.87) and reported several benefits they perceived. Nonetheless, aspects regarding motivation (M=2.50) and the use of videos (M=2.49) and other technological supports indicated negative attitudes and were considered as pitfalls in the implementation of the model. Implications and recommendations were addressed for the better implementation of a flipped classroom.

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Section: Discussionsupporting

confidence: 86%

Flipped classroom in Indonesian higher education: A mixed-method study on students' attitudes and experiences

Lestari

2021

SiELE

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“…This finding is in line with previous research (Ahmed, 2016;Karimi and Hamzavi, 2017) in which it was reported that students showed a positive attitude in the experimental group that differs significantly from that of their peers who were traditionally taught both reading and writing skills. Singay (2020b) also found that the flipped class had a good impact on Bhutanese students' attitudes in learning grammar. The results of our study also coincided with Ahmad (2016) in which she found that Egyptian students who were taught in the flipped class outperformed their peers taught in traditional classrooms in listening comprehension.…”

Section: Students' Attitudes Towards Flipped Pronunciation Classmentioning

confidence: 81%

“…Some studies used flipped learning on grammar (Al-Harbi and Alshumaimeri, 2016;Singay, 2020b); on pronunciation (Yang and Chen, 2020;Zhang et al, 2016); on listening (Ahmad, 2016;Vaezi et al, 2019); on writing (Ahmed, 2016;Alghasab, 2020;Arslan, 2020); on reading (Karimi and Hamzavi, 2017); and on speaking (Abdullah et al, 2019;Arslan, 2020;Köro glu and Çakır, 2017). Other flipped EFL classes were conducted in Saudi Arabia (Ahmed, 2016;Al-Harbi and Alshumaimeri, 2016) in Egypt (Ahmad, 2016), in Iran (Yousefzadeh and Salimi, 2015) and among Bhutanese students (Singay, 2020b). So far, no flipped study was reported from the Yemeni EFL context with any language skill.…”

Section: Introductionmentioning

confidence: 99%

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EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

Bin-Hady

Hazaea

2021

PRR

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Purpose Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students’ achievement and their attitudes towards flipped learning. Yemeni EFL students also face pronunciation problems and they lack technology-enhanced language learning. The flipped learning approach promotes active learning and increases students’ learning outcomes. This study aims to measure the achievement level and the attitudes of Yemeni EFL students towards flipped pronunciation classrooms. It also correlates between achievement and attitudes towards this new experience. Design/methodology/approach Using a correlational research design, quantitative and qualitative data were collected through a test, questionnaire and structured interview from an intact class of Yemeni EFL students at the College of Education in Socotra. Findings The one-sample t-test analysis shows that the respondents scored high in the achievement test. The analysis of both the questionnaire and the structured interview revealed that the students have a positive attitude towards the flipped pronunciation classroom. The correlation analysis indicated a high-level positive relationship between students’ achievement and their attitudes where r = 0.779 with p < 0.001, two-tailed. Research limitations/implications The present study has some limitations regarding the sample size. This context-specific study recruited the available EFL class at the College of Education in Socotra, Hadhramout University. It would be more reliable should the study compared large groups of students so that the results can be generalized. Practical implications The study recommends using flipped learning to enhance pronunciation among EFL students. Originality/value This study contributes to the correlational studies in flipped learning.

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“…These studies (e.g. Haghighi et al, 2019;Singay, 2020;Hazaymeh & Altakhaineh, 2019) suggest that an immense project by involving the greater size of participants and different context should be conducted to confirm the results of their investigation. Keeping this in mind, this experimental study attempts to fill the gap by shedding some light on the impact of flipped classroom instruction on a group of learners' pragmatic competence in the Indonesian context.…”

Section: Introductionmentioning

confidence: 88%

Flipped Learning Instruction and Pragmatic Competence: A Case of English for Accounting Students

Nugroho¹,

Fitriati

2021

englie

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Twenty-first century English language teaching is the witness of advanced Information and Communication Technology (ICT). Integrating digital technologies in English teaching activities is a prerequisite to enhance learning efficacy and achieve the goal of English communicative competence. Hence, this study examines the impact of flipped learning instruction on pragmatic competence of a group of English for specific purposes students’, i.e. English for Accounting. This pre-experimental study was conducted in ten meetings by involving 36 English for Accounting students of a public university in Surakarta Indonesia as the participants. Drawing on a Discourse Completion Test (DCT) and Focus Group Discussion (FGD), the results portrayed that there was a significant difference between the results of pre-test and post-test on DCT, meaning that the students’ pragmatic competence significantly improved after participating in the flipped learning instruction. An FGD was further conducted to reveal the students’ attitudes about the practice of flipped learning and the results indicated that they positively perceived the implementation of the teaching model in English for Accounting class. These results contribute to offering fruitful insights for teachers and future researchers about the practice of flipped learning instruction in English language teaching, particularly in the context of English for specific purposes. Keywords: English for Accounting, Flipped Learning, Pragmatic Competence

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Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar

Cited by 18 publications

References 17 publications

Flipped classroom in Indonesian higher education: A mixed-method study on students' attitudes and experiences

Flipped classroom in Indonesian higher education: A mixed-method study on students' attitudes and experiences

EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

Flipped Learning Instruction and Pragmatic Competence: A Case of English for Accounting Students

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