Personalizing Flipped Instruction to Enhance EFL Learners’ Idiomatic Knowledge and Oral Proficiency

Wu, Wen-Chi Vivian; Hsieh, Jun Chen; Yang, Jie Chi

doi:10.1007/978-3-319-17727-4_59-1

Cited by 28 publications

(39 citation statements)

References 24 publications

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“…For them, learning community gives many benefits, especially in making them to speak more fluently. It is in line with previous study which states that leaning community improves student's speaking ability (Regency & Sulawesi, 2018;Wu, Hsieh, & Yang, 2017) Learning without a teacher is considered as depriving their opportunities to learn a lot and to prevent fossilized errors. As a result of this thought, extrovert students spend less time in doing autonomous learning and were not engaged in their autonomous learning.…”

Section: Extrovert and Introvert Learners' Perception Of Autonomous L...supporting

confidence: 90%

Autonomous learning practices of extrovert and introvert EFL learners

Savitri

2021

jees

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Learning autonomy has been widely seen as a key predictor of a language learning success. There have been many studies on learning autonomy, however, most studies do not investigate how students conduct their autonomous learning. The number of those which investigate how learning autonomy is implemented across personality type is even fewer. To address it, this article will elaborate how extrovert and introvert students managed their autonomous learning. The objectives of this article are to reveal how extrovert and introvert learners perceive autonomous learning and to know the types of activities which were done by the extrovert and introvert learners and their reasons for doing the activities. Interviews and observation were applied to collect data. The findings indicate that autonomous learning was carried out differently by both personality types. Introvert students devoted more time and focused on their solitude learning and they are more organized in doing it. On the other hand, extrovert learners chose to do the autonomous learning in groups. For them, learning in a community gave more benefits. One of the benefits was preventing them from making fossilized errors. This article also reveals that the students from both personality types used digital technology in learning independently. Yet, extrovert and introvert students used different kinds of technology and way in using it. HIGHLIGHTS: Autonomous learning does not merely mean learning alone because it refers to self-triggerto learn, both individually and in groups Extrovert and introvert learners have different perception and apply different strategiesin implementing autonomous learning.

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Section: Extrovert and Introvert Learners' Perception Of Autonomous L...supporting

confidence: 90%

Autonomous learning practices of extrovert and introvert EFL learners

Savitri

2021

jees

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“…But trainees' behaviors have significantly changed at the end of training. The possible reason is that based on learning by doing, knowledge is translated into experience [19], a practice-based approach was used in this training to enhance participants' practice and reduce the gap between theory and practice. Particularly, practicing in the live classroom on stage 2 and the EMI lecture show on stage3, greatly contributed trainees to awareness and practice of EMI teaching techniques.…”

Section: Discussionmentioning

confidence: 99%

Assessment of a training project of English as a media of instruction(EMI) using Kirkpatrick model

et al. 2023

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Background English as a Media of Instruction (EMI) teacher development project is based upon the framework for teacher Continuing Professional Development (CPD) and aims to effectively improve both the confidence and overall capacity of EMI lecturers. Kunming Medical University(KMU) conducted the EMI training project to improve teachers’ competence for MBBS education. This study aimed to assess teachers’ changes following the implementation of this training project, via the Kirkpatrick evaluation model. Methods A total of trainees (n = 84) were invited as the research objects. The effects of the EMI training project implemented in KMU were evaluated in terms of the reaction, learning, and behavior dimensions based on the Kirkpatrick model. The self-administered online anonymous questionnaires and observations of participants’ EMI lectures were administered to all participants to collect the data. Furthermore, to understand participants’ perceptions of the management and trainers of the training project, some open-ended questions were required to answer. Results Based on 1–3 level of the Kirkpatrick model, all participants were highly satisfied with the EMI training implementation on the reaction level, and expressed positive comments about the management of the training and trainers. On the learning level, participants’ scores on awareness of EMI teaching techniques increased significantly(t = 7.122, P < 0.001)with the training process. Concerning the behavior level, the participant’s confidence as an EMI instructor increased dramatically at end of the whole training(p < 0.001). Moreover, trainees had applied some EMI skills in class and would like to make some commitment to implement learner-centered learning, to do more practice on EMI techniques. Conclusion The findings of this study confirm that EMI training has an effective impact on the competence and confidence of participants as EMI instructors at levels 1–3 of the Kirkpatrick evaluation model. This training may be a potentially beneficial effect on the teaching quality of MBBS education.

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“…Allo (2020) also believes that there is insufficient research that investigates the effectiveness of online learning in the field of EFL and claims that there is no research in the context of EFL that explores learners' perspectives about the effectiveness of online learning during the spread of the pandemic. Wu, Hsieh, and Yang (2017) report how a few researchers explored the impact of creating an online learning community in a flipped classroom on the oral proficiency of the EFL learners. The findings of the study indicated that the online learning community had a positive impact on the oral proficiency of the EFL learners leading toward active interaction through the use of interactive learning activities, such as storytelling, dialogue collaboration, class discussion, and group presentations.…”

Section: Online Learning In the Middle Eastmentioning

confidence: 99%

Challenges in online learning of English as a foreign language during the COVID-19 pandemic: Students’ perspective at Ajman University, UAE

Alsalhi

Rawashdeh

Eltahir

et al. 2023

5019

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The purpose of this paper was to explore the challenges of online learning of English as a Foreign Language (EFL) during the spread of COVID-19 from the students' perspective at Ajman University, UAE. The study used the descriptive approach. A questionnaire consisting of 26-items was distributed to a random sample of (282) students from different colleges who were studying online English Language courses during the pandemic. SPSS software was used to analyze the collected data. The results of the study indicated that the perspective of Ajman University students regarding the challenges of online learning of English as a Foreign Language (EFL) during the COVID-19 pandemic came at a high level, with an overall arithmetic mean of 3.54 and a standard deviation of 0.84. Students' responses varied by gender (in favor of female students) and by academic year (in favor of first year students). Additionally, the student academic evaluation (SAE) variable did not show statistical significance. The findings show that a deeper understanding of instructors' perspectives and experiences regarding the challenges of online English language learning is required. Likewise, developing EFL skills also requires a blended learning approach. The study recommended more understanding of instructors' perspectives and experiences concerning online English language learning challenges.

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Personalizing Flipped Instruction to Enhance EFL Learners’ Idiomatic Knowledge and Oral Proficiency

Cited by 28 publications

References 24 publications

Autonomous learning practices of extrovert and introvert EFL learners

Autonomous learning practices of extrovert and introvert EFL learners

Assessment of a training project of English as a media of instruction(EMI) using Kirkpatrick model

Challenges in online learning of English as a foreign language during the COVID-19 pandemic: Students’ perspective at Ajman University, UAE

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