Helping Learners to Orient to the Inverted or Flipped Language Classroom: Mediation via Informational Video

Abstract

Inverted (“flipped”) pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated by learners who expect a more instructor‐ or grammar‐focused approach in class. Such expectancy violations can be detrimental because learner expectations may impact motivation and learning (Chang, Wall, Tare, Golonka, & Vatz, 2014). The current study explored the use of a video to (re)mediate students’ expectations and understanding of the inverted classroom. Research questions explored the extent to which the use of an instructional video that explained this pedagogical model impacted learners’ expectations and affective orientation to the course structure and whether individual differences moderated this impact. Results showed that the video adjusted students’ expectations, particularly in the area of second language prevalence in the classroom. In addition, there was a significant pre‐post increase in students’ comfort with the inverted model. Finally, significant differences among learner subgroups at the beginning of the semester were no longer present at the course's end. These results support the use of an introductory video for mediating learners’ conceptualization of language pedagogy.

Managing cognitive load with a flipped language class: An ethnographic study of the student experience

“…According to Moranski and Henery (, p. 286), the FC often “constitutes an expectancy violation” for L2 students who are accustomed to instructors introducing and explaining grammar within the face‐to‐face class setting. They used an informational video to help orient beginner Spanish students toward an FC approach to teaching explicit grammar and suggested that the video helped address the gaps between instructor enthusiasm for flipped pedagogies and student expectations of being shielded from speaking in class by face‐to‐face delivery of grammar instruction.…”

“…In other words, while L2 classes are generally more active than many others in higher education, they still include some instructor‐centered, passive learning. Shifting grammar explanations out of the classroom increases the class time that is available for the interactive activities that facilitate L2 development (Moranski & Henery, ).…”

Using Flipped Learning to Facilitate Cross‐Cultural Critical Thinking in the L2 Classroom

“…As one frustrated student explained once in class: “I am a repetitive person, and the flipped learning model moves too quickly for me to grasp a concept.” Such students need a more personal explanation that the flipped learning model helps them achieve greater autonomy, not just in the course where they have more opportunities to practice the language but also in life. An effective practice to accommodate these learners is to invest in a thorough introduction of the mechanisms and benefits of flipped learningat the onset of the semester (Moranski, & Henery, ).…”

Why haven't we solved instructed SLA? A sociocognitive account

“…Following the decision to implement flipped methodology for all classes in a multi‐section university Spanish course, students in a section composed of nontraditional learners were frequently disconcerted when the instructor assigned homework where they would introduce themselves to new grammatical concepts independently, prior to class. Although students in the other course sections had been much more receptive to flipped classrooms following metacognitive training (Moranski & Henery, ), this was not the case for the nontraditional group, and their initial negative reaction was of concern to the instructor, coordinator, and program administration.…”