Using Flipped Learning to Facilitate Cross‐Cultural Critical Thinking in the L2 Classroom

Jensen, Birgit A.

doi:10.1111/tger.12084

Cited by 9 publications

(11 citation statements)

References 29 publications

(27 reference statements)

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“…Regarding the positive effect of FC and authentic audio-visual materials on the enhancement of intercultural competence in general and intercultural sensitivity and effectiveness in particular, the results of this study confirm the findings of Desai et al ( 2018 ), Zhang ( 2020 ), and Jensen ( 2019 ). Consequently, the development of both ICS and ICE in this study following the models of Byram ( 1997 ), Deardorff ( 2006 ), and Bennett ( 2004 ) reveals that intercultural development through culture-simulated audio-visual authentic material accompanied by scaffolding discussions is plausible in an EFL context where direct exposure to the foreign culture seems improbable (Namaziandost et al, 2022 ).…”

Section: Discussionsupporting

confidence: 88%

“…Zhang ( 2020 ) explored the development of Chinese learners' intercultural competence through authentic video and found out that their intercultural competence expanded, and students became more culture-tolerant, empathetic, and sensitive. In another study, Jensen ( 2019 ) examined the effect of FC on L2 students' cross-cultural critical thinking and found that students' cross-cultural critical awareness improved.…”

Section: Review Of Literaturementioning

confidence: 99%

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Flipped Presentation of Authentic Audio-Visual Materials: Impacts on Intercultural Sensitivity and Intercultural Effectiveness in an EFL Context

2022

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Utilizing a pre-experimental pre-test post-test design, this study investigated the effect of an authentic audio-visual American sitcom (Friends) on the intercultural sensitivity (ICS) and intercultural effectiveness (ICE) of a sample of male and female upper-intermediate English students. To this aim, 34 Iranian EFL students were selected through convenient non-random sampling. In order to assure the participants' homogeneity in English proficiency, the selected students were given the Oxford Quick Placement Test prior to the intervention. Over a 10-week period, the participants were presented with nearly 30-min-long episodes of Friends in a flipped context, two episodes every week uploaded to the accompanying website. An online 10-item quiz on the day of watching and a next-day meeting were held. During the online discussion meetings, the participants discussed cultural questions tailored to the aims of the study. The required data were collected through the administration of the intercultural sensitivity scale (ISS) and intercultural effectiveness scale (IES) in pre- and post-test assessments. The analyses of the data indicated that both ICS and ICE improved significantly during the intervention. However, ICS indicated more improvement. In addition, a semi-structured interview was administered to the participants to examine their perception of the flipped classroom experience. Having analyzed the data using MAXQDA 2020, some significant themes emerged which are reported. On the whole, the participants portrayed positive attitudes toward using technology in flipped classes. The educational and practical implications are discussed.

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Section: Discussionsupporting

confidence: 88%

Section: Review Of Literaturementioning

confidence: 99%

Flipped Presentation of Authentic Audio-Visual Materials: Impacts on Intercultural Sensitivity and Intercultural Effectiveness in an EFL Context

2022

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“…The articles reviewed were the results of research conducted in junior high school [27], [28], senior high school [13], [29], [30], and higher education [8], [15], [31]- [39] levels in different countries (Hong Kong, South Africa, USA, Malaysia, Taiwan, England, Iran, Palestine, Vietnam, Indonesia, and Philippines). The results of the review are presented in Table 1 (the order of articles is based on the year of publication) and described based on the research questions, as follows:…”

Section: Resultsmentioning

confidence: 99%

“…The models supported an effective, interesting, and the student-centered learning process. [39] Conducted at a university in Carolina, United States, especially in a third-semester German language course (N=12). Aim: To propose using the FC approach to promote critical cultural awareness by developing cross-cultural CT skills.…”

Section: A Student Learning Activities and Technology Used In Fc To Develop Ctmentioning

confidence: 99%

How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review

Nugraheni¹,

Surjono²,

Aji³

2022

IJIET

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This review aimed at providing a comprehensive overview of how the flipped classroom can give the positive effects on developing students’ critical thinking skills. Data were collected from four databases, which included Google Scholar, ResearchGate, EBSCO, and Emerald. This study synthesized the findings of 16 studies published from 2015 to 2020. The results revealed that there were many learning activities that could be designed in a flipped classroom both outside and inside the classroom so that it allowed students to be actively involved in learning, flipped classrooms could also be integrated with other learning methods and utilize various technologies to increase their effectiveness in developing students’ critical thinking skills.

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“…As the materials related to knowledge had been given to students before the class, thus students and teachers could spend more of the class time for activities and tasks in more details (Gürsoy & Orhan Göksün, 2020). In addition, FL has assisted students to have positive attitude towards the use of technology for language learning (Webb & Doman, 2020), FL encourages Cross-Cultural Critical Thinking in the L2 classroom (Jensen, 2019), prevents demotivation in writing class (Wu et al, 2020), boosts learners' autonomy on their learning (Tsai, 2019), and facilitates students' needs in time of crisis caused by natural disaster such as experienced by students of Indonesian EFL writing class during the post-earthquake in Mataram (Husnawadi, 2021).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception on Flipped Learning Conducted in an Online Writing Class During the Pandemic: A Survey Research

Yulitriana

Retsi

Eriani

et al. 2022

EBONY

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Flipped learning (FL) is the approach used in this research based on two reasons: firstly, the traditional learning fails to facilitate students’ need for knowledge construction, collaboration, and sufficient practice and feedback in online learning; therefore, the teacher had to use another approach called Flipped Learning. Secondly, Flipped Learning has the potency to facilitate the students’ needs mentioned earlier. This research is a survey research and was conducted in an online Writing Class at the university of Palangka Raya and a questionnaire and interview were the instruments used to collect the data needed. The result shows that the success in implementing the FL could be achieved when the four pillars of FL integrated appropriately in the teaching and learning process. As the result, the students gave highly positive responses towards FL that it can facilitate their needs in the online writing class during the pandemic as the four pillars are accordingly implemented; therefore, the pre-learning activities, practices, small group discussions and feedbacks are adequately provided through FL.

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Using Flipped Learning to Facilitate Cross‐Cultural Critical Thinking in the L2 Classroom

Abstract: Flipped learning is robust instruction made possible by leveraging technology to create fertile spaces for teaching and learning." (Marshall, 2015, slide 7) 53 52 UP 52.1 (Spring 2019)

Cited by 9 publications

References 29 publications

Flipped Presentation of Authentic Audio-Visual Materials: Impacts on Intercultural Sensitivity and Intercultural Effectiveness in an EFL Context

Flipped Presentation of Authentic Audio-Visual Materials: Impacts on Intercultural Sensitivity and Intercultural Effectiveness in an EFL Context

How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review

Students’ Perception on Flipped Learning Conducted in an Online Writing Class During the Pandemic: A Survey Research

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