Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception

Haghighi, Hamzeh; Jafarigohar, Manoochehr; Khoshsima, Hooshang; Vahdany, Fereidoon

doi:10.1080/09588221.2018.1504083

Cited by 79 publications

(83 citation statements)

References 32 publications

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“…A novel active learning model such as the FCM can implicitly result in increasing the aspirational aspects of learning potential, and more importantly, accelerate the student's individual belief in their own capacity to learn through self-paced autonomous learning. Specifically, as regards to the context of flipped instruction in Iran, such interventions may develop EFL learners' pragmatic competence (Haghighi et al 2019) and help overcome classroom issues such as the refusal to speak act among Iranian EFL learners mentioned in the study by Allami and Naeimi (2011). These studies implied that learners in the flipped classroom became active students through pedegogical elements such as discussion, group projects, and so forth, compared to the generally passive and submissive portrayal of Iranian EFL learners in traditional classes.…”

Section: Discussionmentioning

confidence: 99%

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

2020

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Emerging technologies and mobile devices have enabled improved quality of learning outcomes in the field of language learning. With the opportunities provided by innovative, emerging tools, traditional ways of learning have been enhanced. The flipped classroom is one of the innovative learning models that have appeared in language learning in the last decade. The current study was carried out to investigate the difference that the flipped classroom made on students' self-efficacy and gender. 58 participants with an intermediate proficiency level in English were randomly assigned to one of two conditions: experimental (flipped classroom) and control (traditional) group. The participants employed the Self-Efficacy Survey before and after the intervention of flipped classroom. The results demonstrated a significant increase in selfefficacy scores of the experimental group. When gender was analyzed separately, the females in the experimental group were found to have greater improvements in selfefficacy than their male colleagues in the experimental group when utilizing the flipped classroom practice. In the light of the results, students, especially female students can increase their individual confidence in producing specific or requested performance in language learning while engaged in the flipped classroom.

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Section: Discussionmentioning

confidence: 99%

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

2020

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“…In language classrooms, findings supported the benefits of this approach for language learning, identifying the flipped classroom as enhancing students' language skills (i.e. speaking), allowing the majority of time in the classroom to be devoted to: (1) meaningful interaction (Abdulla et al, 2019;Yang, Yin and Wang., 2018); (2) the development of pragmatic competence (Haghighi, et al, 2018); (3) the acquisition of vocabulary and grammar (Kang, 2015); and (4) the development of writing skills (Ekmekci, 2017;Engin, 2014). The improvement of language skills was attributed to the pedagogical features of flipped classrooms, i.e.…”

Section: Flipping the Language Classroommentioning

confidence: 99%

“…Students expressed a number of concerns. Firstly, the large amount of practice required, due to their belief that they were expected to undertake a greater amount of work than for conventional lessons (Haghighi et al, 2018). Secondly, the lack of clarity of the videos when not prepared by a professional teacher and the style of peer presentation (Engin, 2014).…”

Section: Flipping the Language Classroommentioning

confidence: 99%

“…Thirdly, students felt the teacher-fronted classroom was more conducive to learning (Webb et al, 2014). Fourthly, they wished to be given more online instruction, as they enjoyed the online information as a means of supplementing classroom materials and reinforcing some of the concepts being taught (Haghighi et al 2018). Webb et al (2014) found that teachers tended to hold similarly negative attitudes, which then gradually improved.…”

Section: Flipping the Language Classroommentioning

confidence: 99%

“…These four pillars complement each other, and it is therefore vital for teachers to consider these pillars of the flipped classroom. In Second/Foreign Language (SL/FL) classroom, the application of flipped classroom has become a favourable practice sine it aligns with language learning theories (Haghighi, Jafarigohar, Khoshsima & Vahdany, 2018).…”

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confidence: 99%

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Flipping the Writing Classroom: Focusing on the Pedagogical Benefits and EFL Learners’ Perceptions

Alghasab¹

2020

ELT

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The flipped classroom is an instructional strategy that encourages students to undertake prior preparation for lessons, in particular through the use of online materials provided by their teachers. Empirical studies of the language classroom have supported the effectiveness of this strategy for language development. However, only a limited number of studies have been undertaken in this field, particularly when it comes to the Arab region. This current study therefore explores the application of the flipped classroom with Kuwaiti student teachers of the English language attending the College of Basic Education in Kuwait. It aims is to explore the pedagogical benefits for the development of writing skills, in particular the experiences and perceptions of learners. The study took place over a period of thirteen weeks during the first semester of the 2019 academic year. The participants were thirty EFL student teachers taking a course in advanced writing. The data collection employed both a questionnaire and semi-structures interviews. The findings revealed that students have a generally positive attitude towards the process of flipping the writing classroom. The results from the questionnaire suggested that the flipped classroom provides: (1) a more effective learning environment; (2) flexible paced learning capable of improving students’ writing strategies (in particular when planning and writing a thesis and topics sentences); and (3) enhancement of students’ motivation and interaction. However, the additional findings from the semi-structure interviews revealed a number of sociocultural and contextual factors with a potentially negative influence on learners’ interaction. This study consequently argues that this classroom transformation demands more than a simple addition of technology and out-of-classroom videos and activities, requiring a change in the way students view education.

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Validity and Reliability of the Flipped Learning Scale

Yıldırım

Smoliar

Ilyash

et al. 2021

Eurasian Studies in Business and Economics

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Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception

Cited by 79 publications

References 32 publications

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

Flipping the Writing Classroom: Focusing on the Pedagogical Benefits and EFL Learners’ Perceptions

Validity and Reliability of the Flipped Learning Scale

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