Flipping EFL Classes for Future Teachers

EFL Students’ Perceptions of Activeness During the Implementation of Flipped Learning Approach at a Colombian University.

“…The purpose of this study was to explore students' perceptions of activeness during the implementation of a Flipped Learning approach as part of an EFL course at a Colombian university. It is clear that students' perceptions of the Flipped Learning approach were generally positive, which is consistent with the findings of several other studies (Afrilyasanti, Cahyono, & Astuti, 2016;Maher, Lipford, & Singh, 2013;Bishop & Verleger, 2013;Buitrago & Diaz, 2018;Butt, 2014;González, 2016;Hung, 2015;, Tohei, 2018. In general, students agreed that this pedagogical approach provided them with the opportunity to take an active role in their learning process.…”

“…The majority of studies on perceptions of Flipped Learning reported positive perceptions towards the approach which have impacted academic performance, motivation, autonomy and collaborative work; students have found Flipped Learning to be a more enjoyable experience since the approach provides students with more control over their learning, more chances to interact with other students and the teacher, and the positive aspect of exploring content at their own pace (Afrilyasanti, Cahyono, and Astuti ,2016;Baker,2000;Butt,2014;Chao, Chen, and Chuang, 2015;Johnson, 2013;Maher, Lipford and Singh, 2013;Mosher, 2016;Tohei, 2018;Roehl, Reddy and Shannon, 2013;Wanner and Palmer, 2015;Zainuddin and Attaran, 2016).…”

Rethinking the innovation, effectiveness and perceptions of flipped classroom (Repensar la innovación, la eficacia y las percepciones del aula invertida)

“…On the other hand, FC does not necessarily depend on ICT. To name just two examples, in order to implement the teaching practice of FC, the pre-class task of Yeo’s (2018) study is to read relevant literature, while that of Tohei (2018) when adopting the FC model is to listen to situational dialogue and become familiar with relevant phrase expressions through work lists. It is undeniable that the advantage of ICT lies in its capability of making the FC model much easier to implement through activities such as watching lecture videos, discussions and online quizzes, but the focus of ‘flipping’ is to create a student-centred learning environment, that is, to create an environment which makes courses and contents more accessible to students who are thus empowered to control and reflect their learning, which in turn may help them lay the foundation for becoming lifelong learners.…”

“…Por otro lado, el AI no depende necesariamente del uso de TIC. Por poner un par de ejemplos, para poner en práctica el modelo educativo del AI, la tarea previa que se presenta en el estudio de Yeo (2018) consistía en la lectura de literatura relevante, mientras que en el estudio de Tohei (2018), se escucha un diálogo situacional para familiarizarse con expresiones y frases relevantes mediante una lista de tareas. Es innegable que la ventaja de las TIC radica en su capacidad de hacer que, en la aplicación del modelo AI, sea mucho más fácil llevar a cabo actividades como el visionado de vídeos de clase o las discusiones y cuestionarios en línea, pero el foco de la ‘inversión’ es crear un entorno de aprendizaje centrado en el estudiante, es decir, crear un entorno que facilite que los cursos y contenidos sean más accesibles para ellos, permitiéndoles así tener más control y reflexionar sobre su aprendizaje, lo que, a su vez, les ayudaría a sentar las bases para convertirse en estudiantes de por vida.…”