Students’ Perceptions and Design Considerations of Flipped Interpreting Classroom

Huynh, Thi Lan; Nguyen, Uyen Nu Thuy

doi:10.17507/tpls.0909.05

Cited by 10 publications

(14 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The most significant results of the study were firstly, that the students held an overall positive attitude towards the flipped classroom, and secondly, that the main pedagogical benefits of flipping the writing classroom consisted of: (1) providing a more conducive learning environment; (2) improving students' classroom interaction; (3) increasing learners' motivation towards writing; (4) providing flexible paced learning; and (5) improving writing skills. These findings are in line with a number of other studies reporting positive attitudes towards the flipped classroom (Abdulla et al, 2019;Amiryousefi, 2017;Bergman & Sams, 2013;Doman & Webb, 2017;Haghighi, et al, 2018;Huynh & Nguyen, 2019). Furthermore, the findings of the current study also concur with those of Ekmekci (2017) and Abdulla et al (2019), who found that the flipped classroom can improve the written skills of EFL learners.…”

Section: Discussionsupporting

confidence: 93%

“…that students are more likely to become expert and develop higher order cognitive skills. A number of further researchers have noted an increase in the motivation, engagement and satisfaction of students, in response to prior preparation helping to reduce anxiety (Abdulla et al, 2019;Haghnighi et al, 2018;Huynh & Nguyen, 2019). Haghnighi et al (2018) further specified that the flipped classroom awards students additional opportunities to engage in meaningful interaction, particularly in comparison to the conventional classroom, in which 90% of the time is taken up by the delivery of a lecture, with only 10% being dedicated to the communicative use of speech acts.…”

Section: Flipping the Language Classroommentioning

confidence: 99%

See 1 more Smart Citation

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

Alghasab¹

2020

ELT

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Flipping the Language Classroommentioning

confidence: 99%

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

Alghasab¹

2020

ELT

View full text Add to dashboard Cite

show abstract

“…Schweitzer et al [30] reported that unstructured interaction elements within their application has restricted the ability to concentrate on the learning process [31][32][33]. Consequently, we suggest supporting users by using scaffolding elements to provide assistance with the usage of the interaction elements in the environment [34] (Req.…”

Section: Environmentsmentioning

confidence: 99%

“…Furthermore, the learning process itself can be challenging for the learners. In traditional learning approaches, teachers and other peers provide feedback, corrections, and guidance [33,35]. Through the collaboration and interaction between peers and teachers, the acquired knowledge is consolidated and internalized [29].…”

Section: Environmentsmentioning

confidence: 99%

Vocational Training With Microlearning—How Low-Immersive 360-Degree Learning Environments Support Work-Process-Integrated Learning

Billert

Weinert

Gafenco

et al. 2022

IEEE Trans. Learning Technol.

View full text Add to dashboard Cite

In-company training is facing new challenges in preparing employees for the demands of digitalized and automated manufacturing. New training concepts like microlearning are necessary to support work-process-related learning. To handle the limitations of microlearning, we develop a 360-degree learning system to demonstrate a realistic work environment. Nonetheless, there is a lack of design knowledge supporting the motivation and performance of employees using the system. Based on a systematic literature review and semistructured interviews, we have developed design requirements for interactive 360-degree learning environments. We used a workshop-based mixed-method approach with interviews, concept maps, and video analysis to evaluate the motivation and performance of precision mechanics within a prototypical workprocess-oriented learning environment in an inter-company vocational training center. The results show a positive effect on learning outcomes and motivation. In addition, the ease of use and sense of presence while using the learning environment are rated as high. We contribute to theory by shedding new light on learners' motivation and performance within work-processoriented interactive 360-degree learning environments. Furthermore, we offer guidelines for developing such interactive 360-degree learning environments.

show abstract

“…There has also been a limited amount of students' perceptions research in the Vietnamese context. However, these investigations have mainly focused on other areas (e.g., ICT usage), making only limited reference to YouTube (Carroll, 2017;Dinh, 2018;Duong & Sephoo, 2014;Huynh & Nguyen, 2019;Ngo, 2017;Pham & Nguyen, 2019).…”

Section: Empirical Investigations Of Ells' Perceptions Of Youtube As a Language Learning Resourcementioning

confidence: 99%

A Survey of Using YouTube as Supplementary Material with University English Language Learners in Vietnam: A Replication Study

Huy¹,

Baker²,

Tran³

2021

rupkatha

View full text Add to dashboard Cite

There is a growing body of international literature that has shown positive student perceptions of using YouTube as a source of supplementary teaching and learning material. The literature further shows that YouTube use in Vietnamese educational settings is growing. However, empirical investigations in this region are lacking. As such, the question arises whether international studies’ results may be generalizable to this context. However, no replication studies have been undertaken to explore this. This mixed-methods external approximate replication of the seminal work in this field (Kelsen, 2009) was conducted to address this gap. The triangulated results (descriptive statistics, inferential statistics, qualitative interpretation) demonstrated that the current study showed markedly more positive perceptions than the initial study. Following this, it is suggested that, while the initial study is historically important, generalizability may not be transferable to the current Vietnamese context. It is further suggested the current study’s results are employed as a reference for this context and a starting point for future investigations and discussions. The results’ relevancy to the broader Asian context and suggestions for further study are also discussed.

show abstract

Students’ Perceptions and Design Considerations of Flipped Interpreting Classroom

Cited by 10 publications

References 28 publications

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

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

Vocational Training With Microlearning—How Low-Immersive 360-Degree Learning Environments Support Work-Process-Integrated Learning

A Survey of Using YouTube as Supplementary Material with University English Language Learners in Vietnam: A Replication Study

Contact Info

Product

Resources

About