Methodology of Flipped Classroom as a Learning Technology in Foreign Language Teaching

A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

“…We provided a figure summarizing the main points of the study by Temizyurek and Unlu (2015). The flipped classroom concept has the following advantages: Students can review material at their own pace and according to their own needs; the videos make the most of class time to advance the deeper, inquiry-based learning; teachers can structure class time to optimize individualized attention to students; students have the opportunity to make use of the material they are learning in a reinforced setting; it fosters autonomous learning and student-student/student-teacher interaction; it enables educators to use the language of today's students who use the web and social media for information and interaction frequently; it provides transparency of instruction and parent/tutor involvement; it develops higher order skills in the classroom; it allows the teacher to improve skills in which the student has not been proficient yet; it provides students with real life situations, students can have a chance to listen to both native speakers and their teachers; teachers are advantageous as there is ready-to-use rich content; language educators are often able to repurpose time to incorporate activities that did not previously fit within the time constraints of the curriculum ( Flipping the classroom, 2011;Bergmann & Sams, 2012;Brame, 2013;Herreid & Schiller, 2013;Muldrow,2013;Basal, 2015;Correa, 2015;Chilingaryan & Zvereva, 2016;Demirel, 2016;Quda & Ahmed, 2016).…”

Práctica de Laboratorio de Granos de Almidón en un Curso de Universitario de Botánica General: una Experiencia de Clase Invertida

“…El aula adquiere un nuevo significado, tanto estudiantes como profesores están involucrados con responsabilidad en el proceso desde la organización hasta la evaluación, siendo la clase un espacio constructivo de comunicación, de aprendizaje activo, autónomo, colaborativo, cooperativo y de socialización (Chilingaryan y Zvereva, 2017;Mejía et al, 2017). Ambos, estudiantes y docente, están en un proceso continuo de interacción-aprendizaje que es creativo, activo, analítico y reflexivo; enfrentado desafíos, resolviendo problemas, formulando hipótesis, ejecutando proyectos, investigando e innovando.…”

Redefining Learning Process Through Flipped Classroom

“…Today, though, as the flipped classroom topic escalates among educators and researchers, we understand its concept through plentiful published studies informing the definition, practices, advantages, disadvantages, development of the flipped classroom model, etc. In the realm of language learning, several studies centering on the topic of flipped classroom also have existed; for instance, Webb, Doman, & Pusey (2014); Evseeva & Solozhenko (2015); Soliman (2016); and Chilingaryan & Zvereva (2017).…”

“…In addition to allowing teachers to individualize instruction, the flipped classroom also leads students to learn at their own pace (Bergmann & Sams, 2014;Chilingaryan & Zvereva, 2016;Du, Fu, & Wang, 2014;Soliman, 2016). The atmosphere of learning process is more welcoming, comfortable, and motivating when a traditional classroom is flipped (Bergmann & Sams, 2014;Chilingaryan & Zvereva, 2016). Besides, teachers can enhance their interaction with students in the flipped classroom (Bergmann & Sams, 2014;Chilingaryan & Zvereva, 2016).…”

“…The atmosphere of learning process is more welcoming, comfortable, and motivating when a traditional classroom is flipped (Bergmann & Sams, 2014;Chilingaryan & Zvereva, 2016). Besides, teachers can enhance their interaction with students in the flipped classroom (Bergmann & Sams, 2014;Chilingaryan & Zvereva, 2016). The benefits offered by the flipped classroom indicate that the flipped classroom is an effective and promising mode of learning.…”