Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia

Ping, Rebecca Lee Su; Verezub, Elena; Badiozaman, Ida Fatimawati bt Adi; Chen, Wang Su

doi:10.1080/14703297.2019.1574597

Cited by 52 publications

(63 citation statements)

References 14 publications

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“…Third, the current study found that flipping in the classroom encouraged students to develop better relationships amongst group members and with teachers because most of the flipped learning classroom activities were conducted in the groups and peers. These results corroborate the findings of Ping et al (2019), who found that the flipped learning approach provided ample opportunities for learners to interact and engage in the classroom in the process of developing a better relationship among the learners.…”

Section: Discussionsupporting

confidence: 89%

“…Similarly, many recent studies in Malaysia (e.g., Ping, Verezub, Badiozaman, & Chen, 2019;Zainuddin & Attaran, 2015) have also shown that flipped learning approach was an effective strategy to teach English in second language context. For example, Ping et al (2019) conducted a study to find out Malaysian students' experience in implementing flipped learning. Eighteen students participated in the study that consisted of nine boys and nine girls.…”

Section: Flipped Learning Approach Studies In An L2 Contextmentioning

confidence: 73%

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Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar

Singay

2020

Indonesian J. Appl. Linguist.

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Although extensive research has been carried out on the positive effects of flipped learning in a first language context, there remains a paucity of evidence on the impact of flipped learning in a second language context specifically in Bhutan. The present study was undertaken to examine Bhutanese students’ attitudes and perceptions toward the flipped learning approach in a second language context. The participants of this study were forty students (20 females and 20 males). Data collection instruments used in this study were questionnaire and semi-structured interview. Findings from the questionnaire demonstrated that the flipped learning approach helped learners to learn grammar; moreover, the students showed positive attitudes and perceptions towards the flipped classroom approach. Similarly, findings from a semi-structured interview revealed four important themes of the flipped learning approach, which are: conducive learning atmosphere, use of more technology, better relationship, and collaboration.

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Section: Discussionsupporting

confidence: 89%

Section: Flipped Learning Approach Studies In An L2 Contextmentioning

confidence: 73%

Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar

Singay

2020

Indonesian J. Appl. Linguist.

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“…The first trend is the flipped classroom implementation on English language skills (Ahmad, 2016;Al-Harbi & Alshumaimeri, 2016;Ekmekci, 2017;Huang & Hong, 2016;Köroğlu & Çakır, 2017;Soltanpour & Valizadeh, 2018;Su Ping et al, 2019;Vaezi et al, 2019;Zou & Xie, 2019). Studies on the flipped classroom implementation were overwhelmingly positive.…”

Section: Literature Reviewmentioning

confidence: 99%

Flipped Classroom Method with Computer-Assisted Language Learning (CALL) in EFL Writing Class

Ghufron

Nurdianingsih²

2021

IJLTER

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This study revealed the strengths, weaknesses, and effectiveness of the flipped classroom with CALL in EFL writing class. A mixed-method approach was used to achieve the goals of the study. An embedded quasi-experimental methodology design was used to achieve the aims of this study (i.e., quantitative and qualitative data analysis). There were a hundred and fifty Indonesian EFL university learners who participated in this study. This study also involved 14 EFL writing teachers who experienced implementing the flipped classroom with CALL from five universities. The results of this study revealed that a flipped classroom with CALL in EFL writing class has many advantages, such as stimulating learner autonomy, improving teaching and learning processes, providing more time for EFL writing and input during face-to-face meetings, promoting active learning, student learning responsibility, and peer collaboration. Besides, some drawbacks were also found from its implementation. However, implementing the flipped classroom in the current study positively affects the EFL writing course. This study implies that teachers can include online resources such as videos from reputable sources or make their videos as learning materials if possible.

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“…[ [51][52][53][54][55][56][57][58][59][60][61] Game-based learning In this pedagogical approach, students get engaged and involved in the use of the educational games. Game-based activities improve students' learning and attitudes.…”

Section: ] Experimentsmentioning

confidence: 99%

Enumeration of Potential Teaching Methods in Higher Education: A Cross-Disciplinary Study

Mohiuddin

Islam

Sharif

et al. 2020

Education Research International

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In today’s multifaceted academic context, selecting, adopting, and adapting appropriate teaching methods (TMs) have been a pivotal concern for teachers. No study, to the researchers’ knowledge, has been conducted on compiling the maximum number of TMs in higher education. This study aims to list, describe, and provide a platform of the potential and the most practicing TMs in four major educational disciplines. This article, taking a cross-disciplinary lens, conducts an in-depth review of 90 articles and enumerates 110 TMs of higher education. It also identifies several TMs that are commonly used in each discipline. The article concludes that knowledge generated from this study fills up the existing literature gap. It calls attention to the current TM practices and provides teachers with an outline to employ available TMs in their respective disciplines.

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Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia

Cited by 52 publications

References 14 publications

Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar

Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar

Flipped Classroom Method with Computer-Assisted Language Learning (CALL) in EFL Writing Class

Enumeration of Potential Teaching Methods in Higher Education: A Cross-Disciplinary Study

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