A qualitative study of teacher-created interactive videos versus YouTube videos in flipped learning

Bakla, Arif; Mehdiyev, Esmira

doi:10.1177/20427530221107789

Cited by 12 publications

(9 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is considered good selection as videos are viewed favorably by students as being engaging, pertinent, helpful, and in some cases motivating (Bajrami & Ismaili, 2016). Certainly, fascinating videos are chosen with the aim of making students interested and more enthusiastic to start their learning, and feel enjoyable when watching the materials videos (Bakla & Mehdiyev, 2022) even though they study outside the classroom. These learning videos are expected to be studied and discussed by students in advance before classes start.…”

Section: The Results Of the Interviewmentioning

confidence: 99%

Flipping ESP Classrooms in Hybrid Environment

Yunita¹,

Susilawati²,

Fajriah³

2023

Biormatika

View full text Add to dashboard Cite

The use of flipped learning in ESP (English for Specific Purposes) classes may have not been frequently portrayed. This recent study attempts to depict the implementation of a flipped learning model applied in an English for Management course. A single qualitative case study was applied. One lecturer of the English for Management course was involved in this study. The data were obtained using interviews and observations. The findings revealed that the flipped learning in the ESP class is realized in the following steps: 1) distributing materials and tasks to students, 2) providing guidance for students to discuss the materials and tasks, 3) assessing students with tests or quizzes, and 4) providing reinforcement for students in face-to-face meetings. The lecturer admitted that she encountered some challenges using flipped classrooms in ESP classes: the issues of bandwidth, students’ readiness, the lecturer's need for non-authentic materials, and the institution's policy on curriculum and facilities. Potential research in investigating ESP students’ perceptions of the use of flipped learning is strongly advised.

show abstract

Section: The Results Of the Interviewmentioning

confidence: 99%

Flipping ESP Classrooms in Hybrid Environment

Yunita¹,

Susilawati²,

Fajriah³

2023

Biormatika

View full text Add to dashboard Cite

show abstract

“…During the intentional content phase of flipped learning, learners are asked to be engaged in a purposeful learning process that promotes the acquisition of natural English language skills. This is facilitated through the utilization of mobile devices, which allow learners to access and engage with English YouTube videos and relevant website links provided by their lecturers (Arndt & Woore, 2018;Bakla & Mehdiyev, 2022). By watching and listening to these materials, learners are exposed to authentic English language usage, enabling them to develop a more intuitive understanding of the language.…”

Section: Discussionmentioning

confidence: 99%

“…Employing flipped learning as a pedagogical approach in teaching language skills provides an innovative and effective method to enhance language skill acquisition (Jiang et al, 2021;Tadayonifar & Entezari, 2020). By utilizing out-of-class time for instructional content delivery and in-class time for interactive learning experiences, flipped learning maximizes the potential of in-person interactions, promotes learner engagement, and fosters learner autonomy (Alghasab, 2020;Bakla & Mehdiyev, 2022). The application of this approach can lead to more efficient and effective language learning outcomes for learners of English as a foreign language.…”

Section: Introductionmentioning

confidence: 99%

Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills

Haerazi

2023

JEET

View full text Add to dashboard Cite

The integration of mobile technology within the framework of flipped learning provides a viable and efficient means of fostering learners' speaking and listening skills. Through the flipped classroom, learners are better prepared for in-class interactions, as they have already acquired foundational knowledge and exposure to authentic language use. Therefore, this study aims to find out the efficacy of mobile-assisted flipped learning integrated with metacognitive skills in the teaching of speaking and listening skills in Mandalika University of Education. This study is designed in experimental design which is non-equivalent control group design. In this design, participants are not randomly assigned to the intervention or control group, resulting in inherent differences between the groups that may influence the outcomes. The instruments employed the speaking, listening, and metacognitive tests. The collected data are analyzed in descriptive and inferential statistical analysis. Based on the data analysis, the conclusion of this study showed that the integration of mobile-assisted flipped learning had a positive impact on learners' speaking and listening proficiency. Learners actively engaged in preparing their learning activities, both during out-of-class and in-class sessions. The incorporation of mobile technology and the flipped learning approach empowered learners to take ownership of their learning, enabling them to access instructional materials outside the traditional classroom setting and actively participate in in-class interactions. These findings highlight the potential of mobile-assisted flipped learning as an effective pedagogical approach in enhancing learners' speaking and listening skills, while also promoting learner autonomy and engagement in the learning process.

show abstract

“…Furthermore, videos can also enhance students' cultural understanding and awareness as they observe the gestures, expressions, and cultural nuances displayed by the native speakers in the videos, especially vodcasts created by the EFL teacher (Bakla & Mehdiyev, 2022;Deng & Gao, 2023;Pi, Zhu, Zhang, & yang, 2021). Furthermore, showing videos to students while they are learning a foreign language improves their ability to remember cultural details (Kim, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

VODcasts' effect on college-level EFL whole-language instruction: a year-long investigation

Mekheimer

2024

Preprint

View full text Add to dashboard Cite

The study aimed to assess the impact of video-based training on students' linguistic development using VODcasts. It used an experimental approach with a pretest, posttest, and control group design. The experimental group received instruction through a remedial program incorporating authentic video material and dramatised literary works, while the control group received audio materials. The experimental group showed significant improvements in all language skills, while the control group did not. The results suggest that using real videos to teach language is a successful method, leading to proficient listening, reading comprehension, speaking, and writing skills in the experimental group.

show abstract

A qualitative study of teacher-created interactive videos versus YouTube videos in flipped learning

Cited by 12 publications

References 33 publications

Flipping ESP Classrooms in Hybrid Environment

Flipping ESP Classrooms in Hybrid Environment

Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills

VODcasts' effect on college-level EFL whole-language instruction: a year-long investigation

Contact Info

Product

Resources

About