Flipping an EFL classroom with the LINE application: students’ performance and perceptions

Abstract

This study investigated how a flipped English as a Foreign Language (EFL) classroom incorporating the mobile app LINE impacted college students' English performance and their perceptions of this app. The study was conducted in a one-semester Freshman English Speaking course for non-English majors. An experimental research method was employed, utilizing student data from an English Speaking pretest and posttest, a questionnaire, and group interviews. Based on a comparative analysis of the participants' English-speaking performance between the pre-and posttests, the intervention was found to be beneficial. The findings also revealed that the English-speaking performance of students who were more involved in out-of-class LINE-based activities improved more than the performance of those who were less involved. The quantitative and qualitative data both highlight that the observed improvements in the students' English-speaking performance can be explained by the sociable and ubiquitous nature of the LINE app. Pedagogical recommendations to fuse LINE-integrated flipped-classroom instruction into their EFL curricula more effectively are also provided.

Developing Sound Knowledge of Basic Science Concepts in Children Using Flipped Classroom: A case of simple repeated measures

“…Learning performance, motivation, as well as children's participation improved significantly once gaming components were introduced to a flipped classroom (Ekici, 2021). The implementation of a flipped classroom approach increased pupils' English language skills (Chang & Lan, 2021). The use of a flipped classroom method has a considerable favorable influence on academic attainment in Science classes among children (Dogan et al, 2021).…”

“…Since a result, many schools, particularly in affluent countries, have adopted the online style of instruction as faceto-face instruction has been put on pause to prevent the spread of COVID-19. However, most classrooms around the world appear to be dominated by lectures and textbased instruction (Chang & Lan, 2021).…”

“…Since a result, many schools, particularly in affluent countries, have adopted the online style of instruction as face-to-face instruction has been put on pause to prevent the spread of COVID-19. However, most classrooms around the world appear to be dominated by lectures and textbased instruction (Chang & Lan, 2021). There is well-documented evidence of the usefulness of the flipped classroom approach across disciplines in both K-12 and higher education, according to Chang and Lan (2021).…”

“…However, most classrooms around the world appear to be dominated by lectures and textbased instruction (Chang & Lan, 2021). There is well-documented evidence of the usefulness of the flipped classroom approach across disciplines in both K-12 and higher education, according to Chang and Lan (2021). In most countries, the flipped classroom is a well-known teaching approach for numerous science courses (Dogan et al, 2021).…”

“…Many recent studies have been conducted on the impact of flipped classrooms on student achievement in various subject areas, particularly science. The implementation of a flipped classroom approach increased pupils' English language skills (Chang & Lan, 2021). The use of a flipped classroom method has a considerable favorable influence on academic attainment in Science classes (Dogan et al, 2021).…”