Implementing the flipped classroom approach in primary English classrooms in China

Yang, Chi Cheung Ruby; Chen, Yuanyuan

doi:10.1007/s10639-019-10012-6

Cited by 37 publications

(23 citation statements)

References 23 publications

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“…This finding coincides with previous research. Yang and Chen (2020) and Zhang et al (2016) found that students in flipped pronunciation outperformed higher than those who were traditionally taught. Webb and Doman (2016) reported that the experimental group in flipped grammar among Chinese EFL students got higher outcomes.…”

Section: Students' Achievement In the Flipped Pronunciation Classmentioning

confidence: 99%

“…Flipped learning was applied in different EFL skills. Some studies used flipped learning on grammar (Al-Harbi and Alshumaimeri, 2016;Singay, 2020b); on pronunciation (Yang and Chen, 2020;Zhang et al, 2016); on listening (Ahmad, 2016;Vaezi et al, 2019); on writing (Ahmed, 2016;Alghasab, 2020;Arslan, 2020); on reading (Karimi and Hamzavi, 2017); and on speaking (Abdullah et al, 2019;Arslan, 2020;Köro glu and Çakır, 2017). Other flipped EFL classes were conducted in Saudi Arabia (Ahmed, 2016;Al-Harbi and Alshumaimeri, 2016) in Egypt (Ahmad, 2016), in Iran (Yousefzadeh and Salimi, 2015) and among Bhutanese students (Singay, 2020b).…”

Section: Introductionmentioning

confidence: 99%

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EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

Bin-Hady

Hazaea

2021

PRR

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Purpose Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students’ achievement and their attitudes towards flipped learning. Yemeni EFL students also face pronunciation problems and they lack technology-enhanced language learning. The flipped learning approach promotes active learning and increases students’ learning outcomes. This study aims to measure the achievement level and the attitudes of Yemeni EFL students towards flipped pronunciation classrooms. It also correlates between achievement and attitudes towards this new experience. Design/methodology/approach Using a correlational research design, quantitative and qualitative data were collected through a test, questionnaire and structured interview from an intact class of Yemeni EFL students at the College of Education in Socotra. Findings The one-sample t-test analysis shows that the respondents scored high in the achievement test. The analysis of both the questionnaire and the structured interview revealed that the students have a positive attitude towards the flipped pronunciation classroom. The correlation analysis indicated a high-level positive relationship between students’ achievement and their attitudes where r = 0.779 with p < 0.001, two-tailed. Research limitations/implications The present study has some limitations regarding the sample size. This context-specific study recruited the available EFL class at the College of Education in Socotra, Hadhramout University. It would be more reliable should the study compared large groups of students so that the results can be generalized. Practical implications The study recommends using flipped learning to enhance pronunciation among EFL students. Originality/value This study contributes to the correlational studies in flipped learning.

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Section: Students' Achievement In the Flipped Pronunciation Classmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

Bin-Hady

Hazaea

2021

PRR

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“…It facilitates flexible and independent learning as students can learn anytime and anywhere and individually, at their own pace (Gilboy et al, 2015;Kurt, 2017;Mahalli et al, 2019;McCallum et al, 2015). In addition, this approach can save a lot of the time that is spent on teaching and ensure that more class time is used for student practice; it makes the learners more responsible for their learning and further enhances their independent learning skills (Yang & Chen, 2020). Hence, we can see that the past studies on teachers' perceptions of the flipped classroom approach revealed positive responses and some concerns and challenges related to the implementation of the approach.…”

Section: Past Studies On Teachers' Perceptions Of the Flipped Classroom Approachmentioning

confidence: 99%

“…Flipped classroom is a teaching approach that emphasises studentcentred learning in the classroom, and it is gaining popularity globally. In a flipped classroom, students are given the chance to grow as independent learners (Fauzan & Ngabut, 2018;Sharma, 2018;Yang & Chen, 2020;Zainuddin & Halili, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Flipped classroom's popularity has been growing in many countries, and therefore, many researchers have explored teachers' and students' perceptions of and attitudes towards this model (Khaled, 2019). Several studies have been conducted on teachers' perceptions of the implementation of flipped classroom (Ansori & Nafi', 2019;Gough et al, 2017;Khaled, 2019;Yang, 2017;Yang & Chen, 2020). However, according to Rahman et al (2020), the studies conducted on flipped learning in Malaysia are fewer in number compared to the studies conducted around the globe.…”

Section: Introductionmentioning

confidence: 99%

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What do Malaysian ESL Teachers Think About Flipped Classroom?

Kiang

Yunus

2021

IJLTER

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Student-centred teaching and learning methods are favoured for promoting active and collaborative learning. In the flipped classroom approach, student-centred teaching and learning are the focus in the learning process. The approach has been gaining attention from educators at all levels worldwide. The present study was aimed at exploring Malaysian primary ESL (English as a Second Language) teachers’ perceptions of the implementation of flipped classroom. The study used the mixed method design, a Likert-scale questionnaire and an open-ended question. This research employed a whole population sample, which consisted of primary ESL teachers in a rural area in Malaysia. The findings showed that the teachers have positive perceptions of the flipped classroom approach as well as some concerns regarding its implementation, such as the availability of ICT (information and communications technology) gadgets and Internet connection in rural areas. Teachers’ perceptions of flipped classrooms can be used to make suggestions or give ideas to the authorities for improving the infrastructure in rural areas to help teachers and students. It is recommended that future studies be carried out with a larger and more diverse population to gather a more detailed picture of Malaysian teachers’ perceptions of the flipped classroom approach.

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Teacher Readiness to Adopt the Flipped Learning Model: Exploring Greek Teachers’ Views and Perceptions

Dimitrakopoulou¹,

Jimoyiannis²

2022

Communications in Computer and Information Science

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Implementing the flipped classroom approach in primary English classrooms in China

Cited by 37 publications

References 23 publications

EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

What do Malaysian ESL Teachers Think About Flipped Classroom?

Teacher Readiness to Adopt the Flipped Learning Model: Exploring Greek Teachers’ Views and Perceptions

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