Using Flipped Learning Model in Teaching English Language among Female English Majors in Majmaah University

Abdelshaheed, Bothina S. M.

doi:10.5539/elt.v10n11p96

Cited by 37 publications

(36 citation statements)

References 13 publications

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“…A study performed by Abaeian and Samadi (2016) underlines that the use of flipped learning in the field of teaching EFL/ESL results in the improvement of students' reading comprehension ability. Since flipped learning encourages students to be more active in performing activities through collaboration, interaction, and discussion (Abdelshaheed, 2017;Afrilyasanti et al, 2017;Ahmad, 2016;Brown, 2017;Rosen et al, 2017;Teng, 2018;Zhang, 2015), they have the enough opportunity to improve their language skills.…”

Section: Benefits Of Flipped Learningmentioning

confidence: 99%

“…It should be also noted that flipped learning may increase motivation, provide positive attitude, build self-confidence, and enhance the satisfaction of students in language learning (Ayon, 2017;Grimsley, 2015;Leis, 2018;Oki, 2016;Rosen, et al, 2017;Roth, 2016;Suranakkharin, 2017;Wagner-Loera, 2018;Xie & Fang, 2016;Zhang, 2015;Tohei, 2018). Recent studies investigating perceptions of students' concerning the use of flipped learning in the field of teaching English reveal that students have largely positive perceptions and satisfying learning experiences (Abdelshaheed, 2017;Adnan, 2017;Alsowat, 2016;Li, 2016;Roth, 2016;Yudintseva, 2016). In the same way, a group of researchers (Engin & Donanci, 2016;Loucky, 2017b;Teng, 2018) hold the views that flipped learning motivates students and boosts their confidence in gaining skills of speaking and writing.…”

Section: Benefits Of Flipped Learningmentioning

confidence: 99%

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A systematic review on flipped learning in teaching English as a foreign or second language

Arslan¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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The aim of this study was to discuss benefits and challenges of flipped learning in teaching English as a foreign or second language through a systematic review. Prior to conducting this systematic review, 78 studies published in journals that are indexed in Web of Science (WOS), ERIC, ScienceDirect, SCOPUS, IGI Global, and Wiley Online Library databases were selected in accordance with a set of inclusion and exclusion criteria. As a result of the coding process, themes and sub-themes emerged based on the content analysis. The findings reveal that there is an increase in the publications on the implementation of flipped learning in teaching English as a foreign or second language. It is also seen that the majority of the studies about the implementation of flipped language learning includes university students as participants. One of the most reported benefits of the use of flipped learning in this field is that it has positive effects on enhancing students' English language skills such as writing and speaking. In some of the reviewed studies, however, some issues like access to the Internet and workload for both students and teachers are among the most expressed challenges.

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Section: Benefits Of Flipped Learningmentioning

confidence: 99%

Section: Benefits Of Flipped Learningmentioning

confidence: 99%

A systematic review on flipped learning in teaching English as a foreign or second language

Arslan¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…It promotes both online learning and traditional teaching methods. The flipped classroom model depends basically on using some functioning digital technologies and tools like videos, presentations, and websites (Abdelshaheed, 2017). Flipped lessons replace teacher lectures with instructional material.…”

Section: Effective Tools Of Flipped Classroom Technology Approachmentioning

confidence: 99%

Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners

Kawinkoonlasate¹

2019

ELT

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The technology of flipped classroom technology approach implies such organization of the educational process in which classroom activities and homework assignments are reversed. Nowadays, the flipped classroom technology approach is altering how we collect information, conduct research, and share data with others in the Thai educational system. New technological tools are changing the education community and how the instructors pass on knowledge to learners. With this new tool, the flipped classroom technology approach is being integrated into the classroom at larger scales in most educational levels, especially in Thailand. With more electronic resources available for instructors, new teaching methodologies are being used to improve both EFL and ESL learners. The aims of this academic paper are to acknowledge the significance of applying the flipped classroom technology approach for instructors and language skill development in learners, to discuss the process of integration into the classroom, and review possible usages with the introduction of flipped approach into the English classroom with regards to reading, writing, listening, and speaking. Throughout this paper, the term flipped classroom technology approach and integration have been defined. An explanation of the use of the flipped approach is given. Previous studies and research on the use of the flipped classroom technology approach, in order to improve English language learning skills, in the classroom have been reviewed and discussed. Positive ways this teaching methodology could be used to assist learners to improve their English language skills are also suggested.

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“…It also becomes an alternative model to develop the quality of teaching and learning (Halili and Zainuddin, 2015). In the English teaching context, the research indicates that the flipped classroom allows the students to be more active in the classroom and gives them more opportunities to develop their academic language proficiency and confidence in using the language (Marshall & DeCapua in Abdelshaheed, 2017).…”

Section: Introductionmentioning

confidence: 99%

English Teachers' Perceived Benefits and Challenges of Flipped Classroom Implementation

Ansori

Nafi

2022

JEELS

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Although the flipped classroom has attracted much attention, the flipped classroom research in the English teaching context has not been widely explored. This research is intended (1) to explore the general responses of English teachers toward the flipped classroom methodology and (2) to investigate the perceived benefits and challenges of its implementation in English teaching. The total of 10 English teachers from different institutions that applied flipped classroom participated in this research. The data were collected by using questionnaire and interviews. The data were analyzed by using quantitative descriptive and qualitative data analysis. The results reveal that English teachers have positive responses to the flipped classroom methodology. Some perceived benefits of its implementation are facilitating active learning, developing collaborative teamwork, stimulating autonomous learning, and increasing classroom interaction. Meanwhile, the perceived challenges of its implementation deal with supporting facilities, technical and technological problems, and the challenge of creating flipped learning material.

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Using Flipped Learning Model in Teaching English Language among Female English Majors in Majmaah University

Cited by 37 publications

References 13 publications

A systematic review on flipped learning in teaching English as a foreign or second language

A systematic review on flipped learning in teaching English as a foreign or second language

Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners

English Teachers' Perceived Benefits and Challenges of Flipped Classroom Implementation

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