High and Low Achievers’ Accepted Workload, Preferred Work Form, and Perceived Usefulness in Flipped Classrooms

Abstract

Recently, flipped classrooms have received increasing research interest in various disciplines (Gaughan, 2014). Although researchers have identified major psychological factors affecting the quality of the flipped classroom, these factors have not been systematically or simultaneously examined. Drawing on the questionnaire data obtained from 39 university second-language learners of different achievement profiles, this study explores the relative effects of students' accepted workload, preferred form of work (group vs. individual) and perceived usefulness of flipped classrooms on these learners' perceptions and acceptance of a flipped classroom. Additionally, based on these university L2 learners' questionnaire responses, we examined if achievement levels (high vs. low achievers) would modulate the effects of the aforementioned factors. The results showed that high achievers could accept 2 hours of preparatory work prior to class, but that low achievers could only accept 1 hour of work. Additionally, while high achievers prefer individual work, low achievers like to work in groups. Based on the findings of the study, pedagogical implications for the implementation of the flipped classroom for mixed-level students are discussed.

Effects of Flipped Classroom on High- and Low-achievers’ English Vocabulary Learning

“…Despite the aforementioned potential and merit, the effectiveness of flipped classroom has not been researched in the context of mixed-level foreign-language (FL) classes. Although Chen and Liu (2019) have explored the effectiveness of a flipped approach on EFL learners" perception, they did not draw on their performance data. It is yet to be empirically established whether the flipped classroom has the potency to enhance high-and low-achieving students" FL learning outcomes to the same extent; and if not, which group of FL learners (high vs. low) would benefit more from the flipped classroom instruction.…”

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

“…All studies in this review involved EFL/ESL students of higher education from different parts of Asia nations. For instance, a total of 16 studies were conducted in East Asia such as China (Yu & Gao, 2022;Li & Li, 2022;Zhonggen, 2019;Zhang, 2019;Teng, 2017;Liu & Zhang, 2018;Li and Qu, 2019), Japan (Leis & Brown, 2018), Taiwan (Yang et al, 2019;Shyr & Chen, 2018;Chen & Liu, 2019Wu et al, 2017;Chen Hsieh et al, 2017) and South Korea (Lee & Wallace, 2018). In Southeast Asia, two studies were reported from Indonesia (Zainuddin et al, 2019;Aprianto et al, 2020) and one study was conducted in Thailand (Santikarn & Wichadee, 2018).…”

“…A total of 10 studies were identified using a case study which was coupled with either a qualitative (Zainuddin, Habiburrahim, Muluk, & Keumala, 2019;Aprianto, Purwati, & Anam, 2020), a quantitative (Zhang, 2019;Santikarn & Wichadee, 2018), or a mixed-method approach (Bakla, 2018;Chen & Liu, 2019;Wu et al, 2017;Abdullah et al, 2021;Akayoğlu, 2021). Zainuddin et al (2019) employed a case study design and qualitatively collected data through approach online observations and semi-structured interviews.…”

“…Several studies mentioned the use of instructional platforms for the application of FCM. This review noted various platforms used in different schemes of studies that are available in the market comprising google classroom (Abdullah et al, 2019A;Akayoğlu, 2021), Web-based teaching platform Jukuu (Liu & Zhang, 2018), Moodle (Bakla, 2018), Edmodo (Santikarn & Wichadee, 2018) and an interactive class platform, Zuvio (Chen & Liu, 2019). In a study, Zainuddin et al (2019) utilized TES BlendSpace to develop the lesson by posting instructional video lessons retrieved from YouTube and arranging class assignments.…”

Effect of PCaRD DGB Flipped Learning on EFL Learners’ Grammar Skill

“…Flipped learning is based on the learning theory of Bloom's revised taxonomy, whereby students first obtain factual knowledge (the lower levels of cognitive activity), perhaps outside the classroom, and then focus on the application, interpretation, and evaluation (the higher levels of cognitive activity) during the class with guidance from their teachers and classmates (Teng, 2017;Yang, Yin, & Wang, 2018). In fact, flipped learning/teaching is a pedagogical approach in which the conventional notion of classroom-based learning is inverted so that students are introduced to the learning material before class, with class time then being used to deepen understanding through problem-solving activities (Chen & Liu, 2019;Shih & Huang, 2019;Wang & Qi, 2018). Previous findings on flipped learning/teaching for language instruction are prevalent in L2 acquisition, and English is the main target language that was considered.…”