On the “Flipped Classroom” Teaching Model Through Task-Based Language Teaching from the Perspective of Constructivist Learning Theory: A Case of Hotel English Reform in Yinxing Hospitality Management College of CUIT

Duan, Wei

doi:10.1007/978-981-15-1037-3_13

Cited by 3 publications

(6 citation statements)

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“…Constructivists believe that learners acquire knowledge by themselves under certain conditions by constructing meaning with the assistance of teachers, co-learners and relevant learning materials. The learner constructs the knowledge, not the teacher (Duan, 2020). Consequently, it is concluded that a TB-FC model can effectively facilitate learners in achieving their learning goals.…”

Section: Task-based Flipped Classroom (Tbfc) In Efl Educationmentioning

confidence: 99%

“…However, the TBLT teaching model regards the student as the center of language learning through tasks. In contrast, the FC teaching model places the class initiative in the hands of the students before class and digestion during class (Duan, 2020). Moreover, Wu et al (2020) state that FC can undermine teaching effectiveness due to its defects of fragmentation of the teaching process and polarization of the learning effect.…”

Section: Task-based Flipped Classroom (Tbfc) In Efl Educationmentioning

confidence: 99%

“…According to Bishop and Verleger (2013) and Akçayıra and Akçayır (2018), the theoretical foundations used for justifying the FC typically draw upon the literature on student-centered learning theories, which encompasses a variety of learning theories that include learning styles, peer-assisted, collaborative, and cooperative learning, problem-based learning, and active learning. Duan (2020) proposes that constructivist learning theory can support the framework for TB-FC. Constructivists believe that learners acquire knowledge by themselves under certain conditions by constructing meaning with the assistance of teachers, co-learners and relevant learning materials.…”

Section: Task-based Flipped Classroom (Tbfc) In Efl Educationmentioning

confidence: 99%

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A Framework for Task-Based Flipped Classroom in EFL Education in Vietnam

Hoa

Tung²

2023

Innovare J Edu

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When it comes to language teaching in general education in Vietnam, there are many challenges for teachers to overcome. Such as time constraints, examination wash-back effects, students’ demotivation and students’ individualization causes of learning. Various innovative teaching methods and approaches have been applied to address these concerns, such as task-based language learning and flipped classrooms (FCs). However, each mode of teaching has its advantages and disadvantages. Due to this, it is essential to carefully examine the combination of TBLT and the flipped classroom (FC). This paper reviews the effects of the implementation of task-based language learning in the clipped classroom, discusses the integration of both teaching approaches, and suggests the applied model for English as a Foreign Language (EFL) education in Vietnam.

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Section: Task-based Flipped Classroom (Tbfc) In Efl Educationmentioning

confidence: 99%

Section: Task-based Flipped Classroom (Tbfc) In Efl Educationmentioning

confidence: 99%

Section: Task-based Flipped Classroom (Tbfc) In Efl Educationmentioning

confidence: 99%

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A Framework for Task-Based Flipped Classroom in EFL Education in Vietnam

Hoa

Tung²

2023

Innovare J Edu

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“…Additionally, learning is a multidimensional process where different learning theories are applied to teach different subjects [11]. According to many researchers [12][13][14], flipped classroom activities are supporting the constructivist method of learning, combining online learning with offline activities. According to many studies, it is well documented that teaching entrepreneurship online using MOOCs allows students/entrepreneurs to "reflect on their own learning activities, so they can make necessary connections to course content" [15].…”

Section: Introductionmentioning

confidence: 99%

Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

et al. 2021

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Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

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“…Pre-task activities usually aim to prepare learners to complete the task in ways that foster acquisition through linguistic priming, information processing (from written or oral input), planning activities, observing models, consciousness-raising activities (Willis 1996, Narcy-Combes 2010, while post-task activities aim to follow up on task performance and build on the interactions generated during task completion through reflection on task performance and focus on forms. Willis' 1996 framework for Task-based Language Teaching (TBLT), which includes the three phases of the TBLT cycle, has been successfully implemented within a FC instructional model, both in the case of EFL courses (Cunningham 2017, Al-Naabi & Nizwa 2020 and ESP courses (Duan 2020). For example, Cunningham (2017) suggests that students' out-of-class time should be spent on meaning-focused input (reading texts, viewing videos, listening to podcasts…) and form-focused learning (vocabulary, grammar or pronunciation activities), whereas their in-class time should be devoted to meaning-focused output and fluency development.…”

mentioning

confidence: 99%

Flipped classrooms: Using Google Groups to facilitate in-class communication

Schug¹

2020

asp

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This report describes two mandatory one-semester ESP courses (English for InternationalRelations) offered to second-and third-year undergraduates at the Institut National des Langues et Civilisations Orientales (INALCO) enrolled in the selective "international relations" track. The second-year course deals with topics related to jobs in international relations and the third-year course with topics related to recent issues in international relations and diplomacy. The common objective of both courses is to give students as many opportunities as possible to practise communication skills in class, and, at the same time, to make English use part of their everyday lives. This is achieved thanks to a Flipped Classroom (FC) model of instruction which is precisely where the novelty of the course lies. Although the report does not thoroughly detail course design and evaluation procedures, it could prove valuable to those willing to develop similar courses. The report also includes the results of a post-course survey which provides useful information to the course designer for future revisions (and an example for those who wish to evaluate similar courses) but does not make it possible to draw more general conclusions about the FC model as the response rate seems quite low (34%, that is 24 participants out of 70 students) and therefore does not allow for generalizations. 2The Flipped Classroom model is one of the possible implementations of what has been termed "blended learning", an educational approach which combines face-to-face sessions with online activities (Graham 2006). However, the FC model of instruction blends face-to-face and online activities in a very specific way as "activities traditionally conducted in the classroom (e.g., content presentation) become home activities, and activities normally constituting homework

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On the “Flipped Classroom” Teaching Model Through Task-Based Language Teaching from the Perspective of Constructivist Learning Theory: A Case of Hotel English Reform in Yinxing Hospitality Management College of CUIT

Cited by 3 publications

References 30 publications

A Framework for Task-Based Flipped Classroom in EFL Education in Vietnam

A Framework for Task-Based Flipped Classroom in EFL Education in Vietnam

Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

Flipped classrooms: Using Google Groups to facilitate in-class communication

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