The Adjustment and Effects of Vocabulary Teaching Strategies in Flipped Classroom

Zhang, Hongwei; Li, Jie; Jiao, Liping; Ma, Weilian; Guan, Chen

doi:10.4236/ce.2016.714199

Cited by 15 publications

(16 citation statements)

References 1 publication

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“…This finding is consistent with similar studies in the literature. Other studies also report positive effects of the flipped instruction on student learning and performance (Bergmann &Sams, 2012;Basal, 2015;Zhang, Li, Jiao, Ma and Guan, 2016;Roth and Suppasetseree, 2016;Alsowat, 2016).…”

Section: Discussionmentioning

confidence: 92%

“…Researchers worldwide have looked into the effects of flipped method in teaching English as a foreign language.While its efficacy in student achievement, engagement and satisfaction has been demonstrated in these studies, some challenges, such as the difficulties students experience in adjusting to active learning, have also been reported in the literature. Zhang et al (2016) carried out a study into the adjustment and effects of vocabulary teaching strategies in a flipped classroom. They compared vocabulary teaching in a flipped classroom with vocabulary teaching in a traditional classroom.…”

Section: Literature Review / Theoretical Backgroundmentioning

confidence: 99%

“…The main drawback of the traditional methods is that they are all teacher-centered. They require a rather passive involvement of learners, who are likely to lose motivation and interest over time when taught only with these methods (Zhang et al, 2016). Due to time constraints, application of the target vocabulary is almost non-existent in most traditional language classrooms.…”

Section: Introductionmentioning

confidence: 99%

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The impact of the flipped classroom on receptive and productive vocabulary learning

Kırmızı¹,

Komec²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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The aim of the present study was to measure the effect of the flipped classroom on vocabulary learning in terms of both receptive and productive vocabulary. To do this, a post-test experimental research design was implemented. The participants of the study are 58 high school students. The experimental group was exposed to a four-week flipped instruction in which they worked on the pre-prepared videos designed by the teacher. The practice was done collaboratively inside the classroom. The control group was taught the target vocabulary in the traditional way in which the vocabulary presentation took place in the classroom and the practice was done as homework. Following the instruction of each group of words, a vocabulary quiz was administered to both groups. The results were analyzed by using the SPSS package program. The experimental group's perceptions of the flipped classroom were also evaluated through an open-ended questionnaire. Depending on the results, it can be stated that the flipped classroom holds promise for the language learning process in terms of vocabulary learning.

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Section: Discussionmentioning

confidence: 92%

Section: Literature Review / Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The impact of the flipped classroom on receptive and productive vocabulary learning

Kırmızı¹,

Komec²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…The studies that have been done in higher education context have generally focused on English major participants and how flipped instruction affected either their learning outcome or attitudes to learning. Zhang, Li, Jiao, Ma, and Guan (2016), for example, examined the effect of flipped class in teaching vocabulary to sophomore English students in a university in China. They integrated out-of-class watching video lectures with storytelling and in-class activities with educational games.…”

Section: Review Of Literaturementioning

confidence: 99%

The Impact of Flipped Classroom on Learning Outcome in a General English Course: Grammar and Vocabulary Gains in Focus

Zarinfard

Rahimi

Mohseni

2021

IJFLTR

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Flipped classroom establishes a framework for personalized education tailored to students' individual needs by incorporating simple technologies of audio/video recordings into instruction. Considering the challenges General English (GE) students and instructors face such as time limitation, students' low motivation and diverse learning preferences, there seems to be an urgent need for studies on flipped learning. The aim of the present study was to investigate the effect of flipped classrooms on Iranian EFL learners' learning outcome in a GE course. As such, fifty students of engineering majors in two intact classes participated in the study and were assigned to a control (n=25) and an experimental (n=25) group. The experimental group received instruction in line with the principles of flipped learning while the control group was taught using the conventional method. The participants' level of learning outcome was measured before and after the treatment by an achievement test consisting of two parts: grammar and vocabulary. The data were analyzed by Multivariate Analysis of Variance (MANOVA). The results revealed a significant difference between the two groups' performance on the achievement post-test in general and in its two sections (grammar and vocabulary) in favor of the experimental group. Further analysis showed that the effect size for the intervention was large (ηp 2 =.19>.14) for general learning outcome; however, as for the components of the achievement test, the effect size Research Paper

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“…At the same time, students' positive perceptions toward implementing the FC approach have been reported by Adnan (2017), Teng (2017), Hung (2015), and M. Webb et al (2014). When it comes to vocabulary teaching and learning, just few studies conducted so far report on higher vocabulary gain and more positive perceptions toward learning in favor of the FC model compared with the conventional approach (Xiao-Qing, 2016; H. Zhang et al, 2016). Narrowing this review to the field of EAP and academic vocabulary, the literature is quite scarce, with a report only on the improvement in students' academic writing after the FC implementation (Pavanelli, 2018) and none, to the best of the authors' knowledge, on academic vocabulary.…”

Section: Flipped Classroom Approachmentioning

confidence: 99%

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

2020

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The present study explores the efficiency of the flipped classroom approach on English for Academic Purposes (EAP) students’ academic vocabulary acquisition in comparison with the conventional teaching approach. The efficiency is examined by evaluating students’ post-test performance, self-perceived mental effort employed in completing post-test tasks, and perceptions regarding the learning experiences. To this end, 60 undergraduates divided into flipped (E) and conventional (C) group participated in the survey. Quantitative data analysis revealed that the flipped classroom approach showed higher instructional efficiency than the conventional approach as the E group significantly outperformed the C group and reported investing considerably lower mental effort in completing the post-test tasks. In addition, the E group expressed significantly more positive perceptions toward the learning experience than the C group. Considering the positive results obtained in the study, the article points out the use of the flipped approach as an example of good practice for enhancing academic vocabulary acquisition in EAP context.

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The Adjustment and Effects of Vocabulary Teaching Strategies in Flipped Classroom

Cited by 15 publications

References 1 publication

The impact of the flipped classroom on receptive and productive vocabulary learning

The impact of the flipped classroom on receptive and productive vocabulary learning

The Impact of Flipped Classroom on Learning Outcome in a General English Course: Grammar and Vocabulary Gains in Focus

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

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