Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students’ Perception

Khasanah, Uswatun; Anggoro, Kiki Juli

doi:10.29333/iji.2022.15111a

Cited by 7 publications

(8 citation statements)

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“…For instance, Vizeshfar &Torabizadeh (2018), andAdnot, Dee, Katz &Wyckoff (2017) showed than an effective teacher can alter students' educational and thus economic outcomes. Analysis of literature revealed that the impact of educators on students' life and achievement vary widely from being a guide, a facilitator, a model, a pedagogical leader, a source of knowledge, a friend and a confider (Khasanah & Anggoro, 2022;Atchia and Chinapah, 2019b).…”

Section: Teacher Factormentioning

confidence: 99%

Factors Influencing the Academic Achievement of Secondary School Students: A Structural Equation Model

Atchia¹,

Chinapah²

2023

INT J INSTRUCTION

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One of the major reasons expounding the persisting decline in students' academic achievement and high drop-out rate at the secondary education level in Mauritius, despite the implementation of several educational reforms including the current 'Nine Years Continuous Basic Education' (NYCBE), is that reforms are often developed using a top-down approach with limited grounding into the voices of stakeholders. It is in this perspective that this study, underpinned by the 'general system' theory, uses a two-phases 'sequential exploratory mixed methodology' to capture the voices of different stakeholders to develop a Structural Equation Model (SEM) that showcases the correlations between key contextualised factors and students' academic achievements. The first phase, with a qualitative approach, identified the contextualised factors affecting students' academic achievement in Mauritius, by analysing data derived from 'Focus Group Discussions involving 16 participants, representatives of different educational stakeholders. The second phase, with a quantitative approach, developed a SEM using data collected from 600 students, captured through a survey questionnaire. The generated SEM, with a good fit indices, did not only depict greater impacts of school leadership, followed by student factor, tuition teacher factor, school teacher factor and socio-economic factor respectively on the academic achievements of secondary students, but also showcased the mediated effects between the factors, advocating for a holistic approach to improve school effectiveness in Mauritius. This study provides key information informing policy makers, educational specialists, and school administrative on the way forward towards improved school effectiveness.

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Section: Teacher Factormentioning

confidence: 99%

Factors Influencing the Academic Achievement of Secondary School Students: A Structural Equation Model

Atchia¹,

Chinapah²

2023

INT J INSTRUCTION

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“…This approach is gaining more attention among educators from different fields and levels around the world. The flipped learning method includes two phases: the pre-class learning and in-class learning phases ( Khasanah and Anggoro, 2022 ). Despite the increased interest, teachers’ lack of technological knowledge remains a constant barrier to the flipped learning approach in teaching multiple language areas ( Santhanasamy and Yunus, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The Flipped Learning and Blendspace to Improve Pupils’ Speaking Skills

Santhanasamy

Yunus

2022

Front. Psychol.

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During the COVID-19 pandemic, the continuity of teaching and learning is very important to provide sustainable education to all pupils. The most difficult aspect of language acquisition has always been the speaking component. Pupils’ lack of interest and the difficulty in teaching and practicing speaking skills in the traditional classroom are the main issues that hinder pupils’ speaking skills. Thus, the purpose of this study was to explore the flipped learning approach to improve primary school pupils’ speaking skills. In this study, Blendspace was used to support the flipped learning method to help pupils improve their speaking skills. This study employed a mixed-method research design. For pre–posttests, questionnaires and interviews were used to collect data from Year 3 primary school students. The findings revealed that the use of Blendspace in teaching speaking has improved pupils’ speaking skills and that the pupils were motivated to practice speaking inside and outside of the classroom. Hence, the utilization of Blendspace in the flipped learning approach is an effective pedagogy to improve pupils’ speaking skills. The findings of this research would be useful for teachers and policymakers to assist pupils in enhancing their speaking abilities.

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“…Stannard (2020) and Khasanah & Anggoro (2022) refer to the following two main phases for flipped classroom to turn the class onto its head by inverting the conventional learning experiences of the classroom: 1) Outside-Class Phase for Learning and Practice and 2) In-Class Phase for Performance and Application.…”

Section: Flipped Classroom Phasesmentioning

confidence: 99%

“…In the Outside-class phase, students get themselves prepared by studying the provided learning materials before class time as they can listen to audios, watch videos, take interactive quizzes or have mini tests as well as take part in online discussions (Filiz &Benzet, 2018 andKhasanah &Anggoro, 2022). In the studies that were conducted by ISSN 1110-2721…”

Section: Flipped Classroom Phasesmentioning

confidence: 99%

Integrating Modeling into Flipped Classroom for Developing Students’ English Pronunciation Skills at High Institutes for Tourism and Hotels

El-Magd¹

2022

CDELT Occasional Papers in the Development of English Education

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This research aimed to develop students' English pronunciation skills at High Institutes for Tourism and Hotels. The research design was one group pre and post-test quasi-experimental design. Participants were 45 1 st year students at Egoth High Institute for Tourism and Hotels in Ismailia so that 15 1 st year students were nominated from each of the three departments (Touristic Guidance, Touristic Studies and Hotel Studies). In fulfillment of their future careers' basic needs, a proposed elementary pronunciation course was developed and implemented by integrating modeling as a useful instructional strategy for practical skills into flipped classroom. Four instruments were developed, validated and implemented by the researcher: 1) Online Needs Assessment Questionnaire to identify the required pronunciation skills, 2) Micro Pronunciation Test, 3) Macro Pronunciation Test and 4) Open Interviews with the participants by the end of experimentation. The findings revealed that the proposed integrated pedagogy had a significant positive effect on the 1 st year students' English pronunciation skills at Egos High Institute for Tourism and Hotels in Ismailia.

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Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students’ Perception

Cited by 7 publications

References 0 publications

Factors Influencing the Academic Achievement of Secondary School Students: A Structural Equation Model

Factors Influencing the Academic Achievement of Secondary School Students: A Structural Equation Model

The Flipped Learning and Blendspace to Improve Pupils’ Speaking Skills

Integrating Modeling into Flipped Classroom for Developing Students’ English Pronunciation Skills at High Institutes for Tourism and Hotels

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