Active Learning in the Flipped English Language Arts Classroom

Abstract

This mixed-methods research study examines the engagement of high school students in a flipped English Language Arts (ELA) classroom. The students were enrolled in two sections of an Advanced Placement English Language Arts and Composition (AP Lang) course and were in the 11th grade. Forty-nine participants answered questions on a validated survey, and 8 participants took part in 2 focus groups. In addition, a researcher observed the flipped classroom and took field notes. Quantitative survey data was analyzed through STATA statistics software, and qualitative data was transcribed and coded. The results of the data analysis indicate that students had mixed feelings about the flipped method and its implementation in an ELA classroom. Survey data indicates general support for the method's principles but revealed mixed attitudes toward it as a method of instruction, especially in terms of it as a strategy for addressing all instruction in the ELA classroom. Qualitative data indicates that some students felt more engaged by the flipped method, while others did not. The results of the research indicate that the flipped method might be effective, in part, in an ELA classroom, but not as a sole means of instruction.

Exploring TPACK domains of Malaysian non-option ESL teachers in an online flipped learning course through Blendspace

“…The result has projected an idea that ESL teachers in Malaysia, really need knowledge and guideline to implement flipped learning pedagogy in order to support the initiative. I believe that findings of this study can contribute to the area of flipped learning design as many researches mention that more research are needed in contributing to expanding understanding about this pedagogy (Moran & Young, 2014;Filiz & Kurt, 2015;Mehring, 2015). Thus, this miniscule study contributes to provide more exploration in this pedagogy.…”

“…Most of the writings are only in the form of blog posts, online magazines and newspapers. There is a need to have more researches to be done in order to augment reviews, suggestions and implications for teachers to start flipping their lessons (Mok, 2014;Moran & Young, 2014;Vaughan, 2014). Most of the researches were done in higher institution and there is scant research in the Teaching of English as a Second Language (TESL).…”

Implementing Flipped Classroom Model in Developing Basic Language Arts of the Fourth Grade Students

“…Unlike the traditional teaching-learning process, students have achieved various outcomes as this model has remarkable, interesting, motivational, entertaining, instructive, and multidisciplinary activities that formed rich experiences for language skills; that were based on individual and group works; that requires movement, interaction and participation; that were based on learner authority, self paced, flexible, independent working and learning environment, individualizing the learning content (Baepler, Walker & Driessen, 2014;Bishop & Verleger, 2013;Moran & Young, 2015). It means that a practice-based learning environment was provided for the students to learn by doing (Bosner, Pickert & Stibane, 2015).…”

Flipping the Class

“…This approach has been widely used in K-12, online learning, and one-on-one tutoring (Keengwe, Onchwari, & Oigara, 2014). Traditional college classrooms have been flipped in English literature courses (Moran & Young, 2014), history (Kotlik, 2014), teacher education (Dickenson, 2014), math (Yuen, 2014), and the biology lab (Gallo, 2014). Scholars and practitioners in a variety of fields have reported on the benefits of the flipped classroom (Baker, 2000;Barseghian, 2011;Bates & Galloway, 2012;Butt, 2012;Lage, Platt, & Treglia, 2000;Pearson, 2012), which include assisting busy students since content is not missed if a student is not in class, helping students who struggle by devoting time to them during class, allowing students with varying ability levels to master material, permitting rewinding of video and podcasts to reinforce concepts, expanding the interaction between students and teachers, and boosting the interaction between peers (Bergmann & Sams, 2012a).…”