Insights From the Implementation of a Flipped Classroom Approach With the Use of a Commercial Learning Management System

Abstract

As an option to help cope with challenges such as differing student needs, lack of student interest, and limited contact hours, the commercial learning management system (LMS) Blackboard was used to support a flipped classroom approach in a first-year English as a foreign language course at a large Thai public university. The aims of the study were to determine students' perceptions of the course and how it affected their second language writing anxiety, in order to improve later versions of the course. Data were collected over the course of two non-consecutive measures from 272 participants in the first semester and 141 in the second. Data on students' perceptions and anxiety were collected using a questionnaire and the Second Language Writing Anxiety Inventory (Cheng, 2004). After quantitative and qualitative analysis, results showed that participants' second language writing anxiety was not significantly affected by the modified course. Their perceptions of the course appeared to be impacted by technological difficulties that occurred. The results seem to indicate that frustration with technology should be of greater concern when attempting to utilize an LMS or similar platform.

Teachers' Perceptions About the Use of Learning Management Systems During the Covid-19 Pandemic Considering Data Science

“…The use of technology in the educational field allows improving the conditions for the learning process (Lakarnchua, Balme, & Matthews, 2020;Nieuwoudt, 2020;Wang, 2022). For example, LMS is an educational tool that encourages the active role at any time (Annamalai et al, 2021;Salas-Rueda et al, 2022;Wahyuni et al, 2020).…”

“…Finally, educational institutions together with teachers have the possibility of improving the learning process through technology (Castillo-Cuesta et al, 2022;Kadioglu, Tacgin, & Sahin, 2020;Oinas et al, 2020). In particular, LMS transforms the functions, behavior and roles of participants during the educational process (Capacho, Jimeno, & Salazar, 2019;Lakarnchua, Balme, & Matthews, 2020;Ozkan, Cigdem, & Erdogan, 2020).…”

A Systematic Review of Blogging Practices in Teaching EFL/ESL/Sustavni pregled praksi pisanja mrežnoga dnevnika u poučavanju EFL / ESL

“…It is evident from qualitative analysis that blogging practice in the field is reported to both make contributions to students' learning from each other through feedback or comments on blog posts (Bener & Yildiz, 2019;Bhattacharya & Chauhan, 2010;Gedera, 2012;Giannikas, 2019;Grami, 2012;Huang, 2016;Kitchakarn, 2012a;Kitchakarn, 2014b;Lakarnchua & Wasanasomsithi, 2013;Ozkan, 2011;Roy, 2016;Vurdien, 2013;Yeh et al, 2019;Zhang et al, 2014) and develop interaction among them (Ahluwalia et al, 2011;Al-Qallaf & Al-Mutairi, 2016;Bhattacharya & Chauhan, 2010;Gedera, 2012;Istifci, 2011;Mompean, 2010;Ozkan, 2011;Pinkman, 2005;Rojas Álvarez, 2011;Sun & Chang, 2012;Termsinsuk, 2015;Trajtemberg & Yiakoumetti, 2011;Zhang et al, 2014). Making comments and suggestions to peers' blog posts is instrumental in developing students' self-reflection (Bener & Yildiz, 2019) in respect of helping them realise their own errors and progress (Giannikas, 2019), which in turn enables them to adopt a critical eye for analysing their own writing (Grami, 2012).…”

Elevating English Language Learners’ Speaking Fluency and Listening Skill Through a Learning Management System

“…Some challenges such as insufficient language skills and lack of technological experience related with using LMS were revealed in a few studies (Deveci & Tavil, 2021; Hwang et al, 2016; Klimova & Polokova, 2020; Lakarnchua et al, 2020). Evidence on the effectiveness of LMS proved the validity of better language performance.…”