Role-reversal and discussion-oriented models for flipping digital vocabulary achievement in English classrooms for Electronic Engineering learners

Abstract

This research aims to verify whether two classroom models, discussion-oriented and role-reversal, have an effective strategy for teaching vocabulary achievement to English language learners. The proposed models were examined as a successful method for teaching and learning vocabulary. A quasi-experimental strategy was used with three intact classes: one control (Electronic Engineering Learners A class) and two experimental (B and C class) (Electronic Engineering Learners B and C class). Using pre- and post-test writings, the effectiveness of the two models, which incorporated two digital applications, was determined. Additionally, a questionnaire created by the researcher and a semi- structured interview was used to assess vocabulary achievement. Covariance analysis revealed that classrooms that emphasized discussion and role reversal were more effective than those that did not. In terms of vocabulary growth in post-test expository writing, the role-reversal group also outperformed the discussion-oriented group. Further analyses revealed the positive perceptions and experiences surrounding flipped classrooms, highlighting four themes: instructor support, personal sentiment, peer support, and activities beyond the classroom. This report concludes by emphasizing the need for further research into this potential technology-based pedagogy across diverse language skills and the incorporation of technology in Vocabulary Achievement.

Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous Language learning in an EFL environment

“…Building upon the existing literature, the current study seeks to contribute to the understanding of the role of digital games, specifically those played for entertainment purposes, in the development of foreign language skills. While recent research studies have yielded positive results regarding vocabulary retention, the ability to recall new words, and the rapid acquisition of vocabulary (Franciosi et al, 2016;Hitosugi et al, 2014;Maior, 2016;Sutrisno & Annury, 2022) there is still a need for comprehensive investigations into the role of digital games in foreign language learning. Previous studies have highlighted various factors that contribute to vocabulary acquisition during gaming, including the frequency of exposure to words within the game, visual stimuli, in-game characters and elements, and different virtual locations (Sutrisno, 2016a).…”

Teachers’ Beliefs and Practice on Providing EFL Written Corrective Feedback

“…In addition, each of the aforementioned studies focuses on teachers' viewpoints, although worldwide research has been conducted on students' opinions. Teachers' perceptions of writing CF in EFL writing, particularly in academic writing, in higher education settings have not been thoroughly studied and recognized; therefore, this study is done to fill this gap (Sutrisno & Annury, 2022).…”