Flipped classroom in English language teaching: a systematic review

Turan, Zeynep; Akdag-Cimen, Birgul

doi:10.1080/09588221.2019.1584117

Cited by 250 publications

(257 citation statements)

References 40 publications

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“…Research also reveals that the behavioral purpose of teachers in using LMS in their classes is closely associated with self-efficacy, technical sophistication, and a subjective standard. (Chuang et al, 2018;Turan & Akdag-Cimen, 2019).…”

Section: Review Of Literaturementioning

confidence: 99%

A Comparative Study of Online Vs. Blended Learning on Vocabulary Development Among Intermediate EFL Learners

Alipour

2020

Cogent Education

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Section: Review Of Literaturementioning

confidence: 99%

A Comparative Study of Online Vs. Blended Learning on Vocabulary Development Among Intermediate EFL Learners

Alipour

2020

Cogent Education

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“…The optimal duration for videos is less than 15 minutes (Wan, 2014). By taking the context and the learner needs into account, when it is designed properly, flipped classes become useful, which results in more learning gain than traditional classes (Bergmann & Sams, 2007;Moravec, Williams, Aguilar-Roca & O'Dowd, 2010;Turan & Akdag-Cimen, 2019).…”

Section: Flipped Classroommentioning

confidence: 99%

Effects of Different Video Modalities on Writing Achievement in Flipped English Classes

Umutlu

Akpınar

2020

CONTEMP EDUC TECHNOL

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This study investigated different modalities of videos in a flipped classroom for English writing classes in an intensive English program at a state university in Turkey. This quasi-experimental study was conducted with six experimental groups (n= 109) and one control group (n = 18). The dataset included the participants' scores of an essay pretest and two posttests, namely, recall and essay posttests. The data analysis showed that the experimental group viewing the video lecture which includes simultaneous presentation of animation and on-screen text followed by a narration in a user-paced environment outperformed the control group on the recall posttest. The groups studying the video lecture including animation with simultaneous narration and sequential on-screen text in a whole presentation and in a part-by-part presentation outperformed the control group on the essay writing posttest. In the whole presentation, participants studied all the parts of a video in a system-paced design and answered the related questions whereas participants studied each part of a video and answered the related questions in a part-by-part presentation. The paper provides a discussion and a set of recommendations on how to design flipped classrooms.

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“…While the flipped model of instruction has been introduced in a wide range of disciplines (math, social sciences, humanities, etc.) and educational contexts, including schools and universities (Hao, 2016;Bergmann & Sams, 2012), few research studies have been carried out on the effect of flipped learning in FL classes (Alsowat, 2016;Alharbi, 2015;Chen Hsieh, Wu, & Marek, 2017;Hung, 2017), which makes it scientifically impossible to draw general conclusions about this technique at present (for a review, see Turan & Akdag-Cimen, 2019). In the same vein, Ekmekci (2017) explicitly stated that "studies on flipped classroom are limited, but studies on flipped language learning classrooms are much more limited" (p. 155).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Flipped Classroom Instruction on Developing Saudi EFL Learners’ Comprehension of Conversational Implicatures

Alsmari¹

2020

IJEL

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While pragmatic instruction has received considerable attention from researchers of interlanguage pragmatics over the last three decades, its effective implementation in the EFL classroom remains an unresolved question. The flipped classroom model is a recently developed teaching method that constitutes a role change for teachers and learners, inverting the front-of-class instruction paradigm in favor of active and collaborative classroom learning. To potentially take advantage of this promising trend, the present study seeks to explore the effectiveness of the flipped classroom for developing Saudi EFL undergraduates’ pragmatic competence and language proficiency by focusing on the comprehension of conversational implicatures during one academic semester. A total of 100 students, assigned to flipped teaching group (n=50) and traditional teaching group (n=50), participated in the study. To elicit the required data, the Oxford Placement Test, a discourse completion test, and reflective e-portfolios were used. A post-test revealed that pragmatic competence significantly increased in the case of the flipped group. The mean score of the flipped group (M=18.48) was considerably higher than that of the traditional group (M=14.68). In following the flipped model of instruction, this progress was influenced by effective out-of-class preparation and appropriate manipulation of in-class time.

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Flipped classroom in English language teaching: a systematic review

Cited by 250 publications

References 40 publications

A Comparative Study of Online Vs. Blended Learning on Vocabulary Development Among Intermediate EFL Learners

A Comparative Study of Online Vs. Blended Learning on Vocabulary Development Among Intermediate EFL Learners

Effects of Different Video Modalities on Writing Achievement in Flipped English Classes

The Effect of Flipped Classroom Instruction on Developing Saudi EFL Learners’ Comprehension of Conversational Implicatures

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