Flipping the Classroom and Tertiary Level EFL Students’ Academic Performance and Satisfaction

Abstract

This study attempts to measure the possible impact that flipped teaching has had on the improvement of learners' academic performance, as well as their satisfaction in a cross-cultural communication course. A total of 90 students learning English as a foreign language (EFL) were assigned to three conditions: a structured flipped classroom using a WebQuest active learning strategy, a semi-structured flipped classroom, and a traditional classroom. Results showed that the structured flip lessons were the most effective instructional intervention in improving participants' academic performance, followed by the semi-structured flip lessons and the traditional lessons. Data collected from the questionnaire and interviews indicated that learners were more satisfied with the structured flip lessons than the semi-structured flip lessons. Given the positive results, the present study argues that the flipped classroom model could be a useful and promising pedagogical approach in EFL teaching. However, additional research is needed to contribute to the knowledge base of this approach across disciplines.

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

“…This affective dimension is very important as learners' satisfaction leads to successful learning and satisfied learners usually make good students (Haghighi et al, 2019), so the better results obtained for the flipped group may be explained by this factor as well. These findings are in line with the reports of Hung (2015), Pavanelli (2018), andTeng (2017), who all found that the FC mode contributed to highly positive perceptions toward learning experiences in the context of English teaching and learning. However, it should be noted that outside the context of ELT there have been some opposite reports as well.…”

“…Thus, the research on FC has revealed significant improvements in students' performance regarding their writing skill (Adnan, 2017;Baranovic, 2013, in Teng, 2017Wu et al, 2019), listening skill (Leis, 2016), oral proficiency (Wang et al, 2018), pragmatic competence in relation to the use of refusals (Haghighi et al, 2019), and idiomatic knowledge (Chen Hsieh et al, 2017). At the same time, students' positive perceptions toward implementing the FC approach have been reported by Adnan (2017), Teng (2017), Hung (2015), and M. Webb et al (2014). When it comes to vocabulary teaching and learning, just few studies conducted so far report on higher vocabulary gain and more positive perceptions toward learning in favor of the FC model compared with the conventional approach (Xiao-Qing, 2016; H. Zhang et al, 2016).…”

“…Abeysekera and Dawson (2015) define the FC as a set of pedagogical approaches that: (1) move most informationtransmission teaching out of class, (2) use class time for learning activities that are active and social and (3) require students to complete pre-and/or post-class activities to fully benefit from in class work. (p. 3) Such being the case, it can be said that the FC consists of two disjoint components: interactive learning activities inside the classroom and direct computer-based individual instruction outside the classroom (Bishop & Verleger, 2013, in Teng, 2017. Although the majority of studies on the FC rely on the use of videos created by the teacher or a subject expert, this second, computer-based, component can actually take various forms, not only videos and podcasts, but also other multimedia resources, online interaction, printed material, and so on (Chen Hsieh et al, 2017;Leis, 2016).…”

“…Apart from describing how to implement the FC model, most studies so far have examined the effects of the FC application in comparison with the conventional teaching approach by analyzing the learning outcomes. Thus, the research on FC has revealed significant improvements in students' performance regarding their writing skill (Adnan, 2017;Baranovic, 2013, in Teng, 2017Wu et al, 2019), listening skill (Leis, 2016), oral proficiency (Wang et al, 2018), pragmatic competence in relation to the use of refusals (Haghighi et al, 2019), and idiomatic knowledge (Chen Hsieh et al, 2017). At the same time, students' positive perceptions toward implementing the FC approach have been reported by Adnan (2017), Teng (2017), Hung (2015), and M. Webb et al (2014).…”

The link between flipped and active learning: a scoping review

“…The qualitative data mainly demonstrated higher satisfaction with FL Teng 2017), increased engagement (e.g. Fauzi and Hussain 2016;Steen-Utheim and Foldnes 2018), enhanced learner empowerment (e.g.…”