Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions

Abstract

Although many educators have recently discussed the positive effects of flipped learning, there is little empirical evidence about whether this approach can actually promote students' English learning. This study was undertaken in four sections of the same College English 1 (E1) course over two consecutive semesters at a South Korean university. A total of 79 students enrolled in the E1 course participated in the study. Of the participants, 39 learned English using a communicative language teaching approach, whereas 40 studied English in a flipped learning manner. Data were gathered from the students' achievements in three major tasks, their responses to three surveys, and the instructor's notes on the students' engagement in the process of their English learning. Findings demonstrate that the students in the flipped classroom achieved higher average scores in their final three tasks than those in the non-flipped classroom, but only the final examination mean score indicated statistical significance. However, surveys indicated that most students in this study seemed to enjoy learning English in a flipped learning environment. Also, the instructor found the students in the flipped classroom to be more engaged in the learning process than those in the non-flipped classroom. Pedagogical implications for effective English teaching are discussed. C ommunicative language teaching (CLT), which was born in the early 1970s out of the need to develop communication skills, has been one of the most commonly employed teaching methodologies in English as a second language (ESL) and English as a foreign language

Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?

“…Third, as suggested by Lee and Wallace (2017) and mentioned previously in this paper, the number of studies focusing on the flipped learning model is still remarkably low. There is still a need for investigations that compare increases in proficiency (or lack thereof) while conducting comparisons of the same learning content in a flipped classroom and a traditional one.…”

“…Forsythe (2016) had similar positive arguments for the flipped approach, suggesting that it promoted autonomous learning, with students being free to choose where and when they wanted to listen to and watch the teachers' explanations. Lee and Wallace (2017) suggested students studying English in South Korea under the flipped learning approach liked this way of learning English due to the control they had over how they prepared for class and the increased time to use English during class. Only 10% of students in the flipped classroom of Lee and Wallace's study expressed dislike of this method, claiming it gave the students too much homework and was too difficult compared to the traditional way of teaching.…”

“…Although the amount of literature on flipped learning in the EFL environment is gradually increasing, there is, as suggested by Lee and Wallace (2017), still a lack of studies investigating its effects on students' proficiency. In another study conducted in Taiwan, Hung (2015) concluded that students studying under the flipped learning approach tended to perform better than those who were not.…”

Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners

“…To begin with this modern chance, the flipped classroom technology approach offers more time for learners during the teaching procedures to practice English language through various learning tasks and activities such as role plays, simulations, games, discussion, and presentation (Doman & Webb, 2017). According to flipped learning educators and researchers (Sakulprasertsri & Vibulphol, 2016;Lee & Wallace, 2017;Doman & Webb, 2017), the flipped learning approach also develops information media and technology skills for learners as one of the required skills in the 21 st century, and there are several suggestions on how to implement the flipped learning approach in English classroom.…”

Flipped Classroom im Physikunterricht

“…In den Erfahrungen von Dozenten und Lehrkräften, die Flipped Classroom anwenden, spiegeln sich einige praktische Probleme, die hier summarisch aufgeführt werden sollen (Goerres et al 2015;Herreid & Schiller 2013;Lin & Chen 2016;Şengel 2016;Yıldrım & Kıray 2016 Baepler et al 2014;Bhagat et al 2016;Bidwell 2014;Casasola et al 2017;Cieliebak 2014;Clark 2015;Day & Foley 2006;Deslauriers et al 2011;Fautch 2015;Foldnes 2016;Galway et al 2014;Gilboy et al 2015;Goerres et al 2015;González-Gómez et al 2016;Gregorius 2017;Lee & Wallace 2018;Lin & Chen 2016;Love et al 2014;MacKinnon 2015;Marcey & Brint 2012;McLaughlin et al 2014;Missildine et al 2013;Pierce & Fox 2012;Ryan & Reid 2015;Sadaghiani 2012;Schultz et al 2014;Şengel 2016;Sterner et al 2017;Sun & Wu 2016;Thai et al 2017;Van Sickle 2016;Webster et al 2016;Wong & Chu 2014;Zoe et al 2014). Somit scheinen sich die allgemeinen lerntheoretischen Überlegungen zu bestätigen, wonach die schüleraktivierende und selbstbestimmungsf...…”