Flipped Learning and Communicative Competence: An Experimental Study of English Learners

Makruf, Imam; Putra, Purnadi; Choiriyah, Siti; Nugroho, Arif

doi:10.46328/ijemst.1960

Cited by 19 publications

(30 citation statements)

References 36 publications

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“…It is in line with a proverb saying that 'teachers is not only giving knowledge but also transferring a character', and of course it is difficult to do through online teaching. The finding is also consistent with the previous studies that face-to-face interaction in formal classroom is still considered as the most effective mode today (Makruf et al, 2021;Pei & Wu, 2019;Setyawan, 2019), although we should also acknowledge that the present-day teaching paradigm is greatly influenced by the affordances of advanced technology.…”

Section: Discussionsupporting

confidence: 92%

Philippines teachers’ beliefs on digital teaching competence in post-pandemic recovery: Still prefer online?

Alcontin¹

2021

JEMIn

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As the effect of school closure following the coronavirus lockdowns, the use of virtual classrooms has extremely rocketed to replace face-to-face school interaction. This change has resulted in new habits and adaptation in methods and approaches of teaching, particularly in the era of post pandemic recovery. This study is based on the phenomena occurred in most of school environments where digital (online) teaching practices become a new habit for teachers and students. A question that may arise is “do they still prefer online after the pandemic?” Drawing on this issue, this study aims to examine the beliefs of Philippines junior high schools teachers on digital teaching competence and to explore their preferences on teaching methods (online or offline) in post pandemic recovery. This study utilized a discovery-oriented qualitative approach, bridging into personal narrative and ethnographic perspective by involving twelve teachers teaching at several junior high schools in Davao Philippines. The results revealed that the teachers’ beliefs mattered in terms of digital platforms (tools) and classroom activities. The results further depicted that their acquisition of digital teaching competence greatly depended on teacher professional development programs and individual trainings. Moreover, this study also discussed the teachers’ preferences on the model of teaching either online or offline after the schools is opened. The results of this study contribute to providing valuable insights into redefining the situation of teaching and learning process in the era of post pandemic recovery.

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Section: Discussionsupporting

confidence: 92%

Philippines teachers’ beliefs on digital teaching competence in post-pandemic recovery: Still prefer online?

Alcontin¹

2021

JEMIn

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“…Compared to conventional teaching method, flipped learning strategy has been reported to have positive effects on learning motivation (Chao et al, 2015;Chen et al, 2014;Davies et al, 2013;Makruf et al, 2021;Strayer, 2012) and student engagement (Bergmann & Sams, 2012;Gilboy et al, 2015;Suprapti et al, 2021;Webb & Doman, 2020). By the empirical evidence from the previous results, exploring the potential effect of flipped learning method on higher education students' motivation, attitudes, and engagement becomes an interesting attribute to explore.…”

Section: The Studymentioning

confidence: 99%

“…Previous studies have examined the effects of flipped learning on enhancing the efficacy of teaching process. Flipped learning activities should be designed to foster the ability of learners to construct meaningful personal knowledge and to cultivate a higher level of cognitive skills such as analyzing, applying, and evaluating (Coley et al, 2013), higher order thinking skills (Hwang et al, 2015;Hwang et al, 2019;Suprapti et al, 2021), and communicative competence (Ginola & Sidabalok, 2016;Makruf et al, 2021). It has also been proven as an effective approach to enhance students' performance and achievement across fields of study such as mathematics (Lo & Hew, 2020), physical therapy (Chung & Lee, 2018), physical education (Hinojo Lucena et al, 2020), algorithms and programming education (Karaca & Ocak, 2017), and foreign language (Lee & Wallace, 2018).…”

Section: Introductionmentioning

confidence: 99%

Video-based flipped learning in higher education: Effects on students’ learning motivation, attitudes, and engagement

Haghegh

Nugroho²

2021

JEMIn

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In the recent years, flipped learning has become popular and been widely utilized as teaching approach to activate students’ learning engagement, which is frequently used to reverse the conventional teaching. However, much more efforts are necessary to enrich the literature about its practices across different teaching and learning contexts. This study is at the cutting edge of examining the practice of flipped learning in higher education contexts; as well as exploring its effects on students’ learning motivation, attitudes, and engagement. Data were collected using a questionnaire from 35 undergraduate students enrolled in “Introduction of Educational Technology” course at a college of education, and the data were tested using 24-version IBM-SPSS linear regression. The results demonstrated that flipped learning strategy is a positive predictor for students’ learning motivation (p-value 0.001 0.05), attitudes (p-value 0.007 0.05), and engagement (p-value 0.003 0.05). The results contribute to offering valuable insights for college stakeholders to enhance the efficacy of teaching and learning process, particularly for higher education curriculum designers to adapt to the current teaching approach. Instructional implication and research suggestions are provided based on the results of the study.

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“…The fact that the experimental group students cannot ask questions immediately while watching the videos at home may also reduce the effect of the flipped classroom model (Gençer, Gürbulak & Adıgüzel, 2014). On the other hand, Makruf, et al (2021) stated that with flipped classroom, students actively participate to class and work…”

Section: Discussionmentioning

confidence: 99%

Flipped Classroom on Fifth Grades’ 21st Century Skills and Scientific Epistemological Beliefs

Murat

Çam

2021

IJTE

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The aim of this study was to determine the effect of flipped classroom model on fifth grade students' 21st century skills and scientific epistemological beliefs. The sample of the study was consisted of 54 fifth grade students from a rural elementary school in Turkey. Quasi-experimental design with pre-test and post-test control group was used. As a data collection tool, “Scientific Epistemological Beliefs Scale” and “21st Century Learning Skills Scale” was used. For data analysis, independent t-test and dependent t-test were used. As a result of the study it was found that; at the beginning, there was no significant difference between the experimental and control group students’ pre-test scientific epistemological beliefs. After the implementation, there was no significant difference between the experimental and control group students’ post-test scientific epistemological beliefs mean scores. In addition, at the beginning of the study, there was no significant difference was found between experimental and control group students’ 21st century skills. After the implementation, there was no significant difference was found between experimental and control group students’ 21st century skills after the implementation.

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Flipped Learning and Communicative Competence: An Experimental Study of English Learners

Cited by 19 publications

References 36 publications

Philippines teachers’ beliefs on digital teaching competence in post-pandemic recovery: Still prefer online?

Philippines teachers’ beliefs on digital teaching competence in post-pandemic recovery: Still prefer online?

Video-based flipped learning in higher education: Effects on students’ learning motivation, attitudes, and engagement

Flipped Classroom on Fifth Grades’ 21st Century Skills and Scientific Epistemological Beliefs

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