Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation

Abstract

This article presents an action research study examining the implementation of flipped classroom model supported with Web 2.0 technology to provide opportunities to use the target language and to motivate learners. Our participants were 12th grade language class students who were learning English as foreign language in a state school in Turkey. Our data came from a variety of sources including pre-and posttreatment questionnaires, teacher journals, lesson evaluation forms, observation tasks, and semi-structured interviews. Our findings revealed that participating students held positive perceptions and a high level of motivation towards the integration of Web 2.0 technology to Flipped Classroom in their English language learning process. Additionally, they reported a number of advantages associated with flipped learning model and Web 2.0 tools such as increased readiness to the lesson, improvement in variety of language and 4C (i.e., critical thinking, creative thinking, communicating and collaborating) skills, fostered teamwork and boosted creativity. In light of our findings, we propose pedagogical implications for EFL practices.

A Review of Research on Technology-Supported Language Learning and 21st Century Skills

“…While many studies pointed to positive student attitudes toward technology-supported learning activities (Arnó-Macià and Rueda-Ramos, 2011 ; Girgin and Cabaroglu, 2021 ), several studies highlighted challenges that students faced when using technology for learning. Challenges from technology, with some learners finding it difficult to use in learning activities or being confused about the layout of mobile applications were mentioned.…”

“…At the same time, students' critical thinking was developed as they gave each other's critical and constructive comments (Valdebenito and Chen, 2019 ; Zou and Xie, 2019 ; Girgin and Cabaroglu, 2021 ). In addition, students completed tasks in small groups which promoted the development of communication and collaboration skills during discussions with each other (Amir et al, 2011 ; García-Sánchez and Burbules, 2016 ; Lai, 2017 ; Mohamadi Zenouzagh, 2018 ; Hosseinpour et al, 2019 ; Zou and Xie, 2019 ; Girgin and Cabaroglu, 2021 ). The process of students voicing digital content promoted the development of speaking skills (Huh and Lee, 2020 ).…”

“…Girgin and Cabaroglu ( 2021 ) designed an English learning project that integrates Web 2.0 technology and flipped classroom, and students used Padlet to watch videos in class. In grammar classes, students used Kahoot, Quizlet, Quizizz, Animoto, Powtoon, and Poster MyWall to answer grammar questions.…”

“…When learners used multimedia resources to create vocabulary lists and greeting cards, their vocabulary and grammar skills were also improved (Lai, 2017). At the same time, students' critical thinking was developed as they gave each other's critical and constructive comments (Valdebenito and Chen, 2019;Zou and Xie, 2019;Girgin and Cabaroglu, 2021). In addition, students completed tasks in small groups which promoted the development of communication and collaboration skills during discussions with each other (Amir et al, 2011;García-Sánchez and Burbules, 2016;Lai, 2017;Mohamadi Zenouzagh, 2018;Hosseinpour et al, 2019;Zou and Xie, 2019;Girgin and Cabaroglu, 2021).…”

Dynamics of Web 2.0: A Software Application "Web 2.0 Meter"

“…Thus, the nature of the web, which is a source of information only, has changed and become a tool to encourage the creation of knowledge, sharing ideas and the development of web communities [18][19][20]. In this context, there are Web 2.0 tools, which enable users to build their interactive tools [21], such as, Twitter as social netwoking site, Flicker, You Tube as hosting sites to upload video and image [22] In Web 2.0-based designs, one of the most important elements of the page layout is the navigation or menu structure. Simplicity and easy comprehension, which are the most important features in Web 2.0.…”