Using the flipped classroom to enhance EFL learning

Hsieh, Jun Chen; Wu, Wen-Chi Vivian; Marek, Michael W.

doi:10.1080/09588221.2015.1111910

Cited by 348 publications

(237 citation statements)

References 27 publications

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“…With regards to the students' views of using FC in the classrooms, It is apparent that the participants expressed preference for the FC learning experience and its impact on their English-speaking skill. This result further supports previous studies that have investigated students' perception regarding implementing FC in an EFL context (i.e., (Chen Hsieh et al, 2017;Farah, 2014;Mehring, 2015;Wu, Hsieh, & Yang, 2017).…”

Section: Discussionsupporting

confidence: 90%

“…The questionnaire is a self-completed closed-ended questionnaire, which was adapted with modifications from two published studies on flipped classrooms: Al-Zahrani (2015) and Chen Hsieh, Wu, and Marek (2017). The questionnaire included thirteen items that were positively worded and distributed across two major sections on a five-point Likert scale (Strongly Disagree, Disagree, Not Sure, Agree and Strongly Agree).…”

Section: Likert Scale Questionnairesmentioning

confidence: 99%

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Exploring the Application of Flipped Classrooms on EFL Saudi Students' Speaking Skill

Ghamdi¹,

Al-Bargi²

2017

IJL

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This qunatitatively based research utilising quasi experimental design, sought to explore the effect of implementing the flipped classroom (FC) pedagogical approach on female, preparatory year program (PYP) English as a Foreign Language (EFL) students at the English Language Institute (ELI), King Abdulaziz University (KAU) in Saudi Arabia. An experimental group as well as a control group were assigned in this study. The data collection was carried out using multiple sources, including pre-and post-speaking achievement tests in addition to two custom designed questionnaires. The results revealed that the FC did not sufficiently enhance the experimental group's speaking skill to cause a statistical significance in comparison to the controlled group. On the other hand, students held a positive attitude toward the FC experiment and the used instructional videos. The study also aims to enlighten and familiarise EFL colleagues within the context of Saudi Arabia, as well EFL colleagues from around the world, with this pedagogical approach in the area of EFL education. Conclusions and recommendations for future research studies are presented at the end of this paper.

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Section: Discussionsupporting

confidence: 90%

Section: Likert Scale Questionnairesmentioning

confidence: 99%

Exploring the Application of Flipped Classrooms on EFL Saudi Students' Speaking Skill

Ghamdi¹,

Al-Bargi²

2017

IJL

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“…Bununla birlikte DGA ile gerçekleştirilen TYES çalışmasının da öğrencilerin derse yönelik motivasyonlarının artmasında etkisi olduğu düşünülmektedir. Alan yazında TYES ile ilgili yer alan araştırma sonuçlarında da TYES Modeli'nin öğrencilerin motivasyonlarını arttırdığı görülmüştür (Abeysekera ve Dawson, 2015;Basal, 2015;Görü Doğan, 2015;Hsieh, Wu ve Marek, 2016). Dolayısıyla gerek LEGO-LOGO uygulamalarının gerekse TYES ortamının öğrencilerin derse yönelik motivasyonlarını, ders öncesine göre olumlu yönde arttırdığı sonucuna ulaşılabilir.…”

Section: Sonuç Ve Tartışmaunclassified

An Investigation of the Effects of Problem-Based Learning Activities Supported via Flipped Classroom and LEGO-LOGO Practices on the Success and Motivation of High School Students

Çukurbaşi¹,

Kıyıcı²

2017

IOJES

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The purpose of this study was to investigate the effects of algorithm teaching on the academic success and motivations of high school students by using FC Model and LEGO-LOGO practices. In the research, pretest-posttest control group pattern, one of quantitative research methods included in real experimental patterns, was used. Criterion sampling, one of purposeful sampling methods, was used to determine the study group of the research. The study group consisted of 42 students in 3 different classrooms enrolled in the 10th grade in Information Technologies Field in a vocational high school and met the criteria determined in this context. In one of the classes (DGA), FC and LEGO-LOGO and algorithm teaching was offered, and in the other one (DGB), face-to-face LEGO-LOGO and algorithm teaching in classroom setting was offered. In the last class (KG), no intervention was made and algorithm teaching was conducted in a normal class arrangement. Data collection process was achieved in the research scope which lasted 8 weeks by using a success test and motivation scale. As a result of the research, student motivations improved significantly in a favorable direction in comparison to the pre-study state by LEGO-LOGO practices carried out by using FC or face-to-face. Furthermore, academic success of the test groups was found to be statistically significant and highly favorable in comparison to the control group. © 2017 IOJES. All rights reserved Keywords: 1 Flipped classroom, LEGO mindstorms, Algorithm instruction, LEGO-LOGO, robotic. Extended Summary PurposeThe purpose of the research was to scrutinize the effect of algorithm teaching on the academic success and motivations of high school students by using FC Model and LEGO-LOGO practices. Answers were sought to the following sub-questions in order to achieve the research purpose:1. Is there any significant difference between the motivations of the students in the test and control groups prior to the conducted study?2. Is there any significant difference between the motivations of the students in the test and control groups at the end of the conducted study?3. Does the conducted study have an effect on the motivation levels of the students in the test and control groups?4. Is there any significant difference between the academic success of the students in the test and control groups at the end of the conducted study? * This research was drived from doctoral dissertation titled Examine The effect of the problem based learning activities supported via flipped classroom and LEGO-LOGO practices on the high school students' success and their motivation.

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“…FCM greatly enhances the students' learning engagement (Chen, Hsieh, Wu & Marek, 2016;Jamaludin & Osman, 2014) and by allowing students to "proceed at their own pace, guide themselves to additional content, and assess their own learning gains" (McLaughlin J. E., 2013), it also significantly promotes the students' learner autonomy. Moreover, with ample class time and the support of internet learning platform, collaborative learning activities and task-based learning activities are very suitable for FCM.…”

Section: Introductionmentioning

confidence: 99%

An Action Research Study from Implementing Flipped Classroom Model in Professional English Teaching and Learning

Sun¹

2017

Proceedings of the 3rd Annual International Conference on Social Science and Contemporary Humanity Development

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This action research project implemented FCM in teaching Professional English to non-English majors, aiming at exploring whether FCM can increase the students' learning interest and develop their critical thinking. The study was conducted on a 16-week-semester basis and the instruments were a questionnaire, two oral tests and the teachers' journals. The result is positive. It seems not so difficult to sustain the students' motivation and engagement in FCM and implementing FCM does foster the students' critical thinking. However, the teachers do find the gap between the high achievers and low achievers is getting larger. The less-achieved students are getting worse at the end of the semester. Another point worthy to be mentioned is that the frequency of using newly learned vocabulary is much higher than that in conventional classroom.

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Using the flipped classroom to enhance EFL learning

Cited by 348 publications

References 27 publications

Exploring the Application of Flipped Classrooms on EFL Saudi Students' Speaking Skill

Exploring the Application of Flipped Classrooms on EFL Saudi Students' Speaking Skill

An Investigation of the Effects of Problem-Based Learning Activities Supported via Flipped Classroom and LEGO-LOGO Practices on the Success and Motivation of High School Students

An Action Research Study from Implementing Flipped Classroom Model in Professional English Teaching and Learning

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