Flipped Learning in Language Teaching

TESOL Quarterly, 2017

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a) to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b) to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.

2018

Flipped learning is an innovative educational model in which content that is traditionally presented in class is completed at home, and in class, students work on applying what they have learned at home to engage in interactive and collaborative activities. Over the past five years, flipped learning has found a strong voice within the field of the field of Teaching English to Speakers of Other Languages (TESOL), as evidenced by the rapid increase in conference presentations, research, and publications noting its implementation. In this chapter, the authors provide an overview of the flipped learning approach within English language instruction. Included is a discussion of flipped learning’s evolution and an analysis of current research that identifies areas of consensus, issues, and controversies. Finally, the authors offer six recommendations for implementing flipped learning in English language classrooms and conclude with future directions for inquiry into flipped learning in TESOL.

Procedia - Social and Behavioral Sciences, 2016

Teaching English for Academic Purposes via the Flipped Classroom has evolved into an undeniable popular pedagogy, driven by the momentum of many teachers across the world who have embraced the idea. These passionate educators are making a meaningful difference in how students learn, and enhancing learning outcomes in the process. This evolution has also been made possible because of the unprecedented capabilities of modern digital technology, the Internet, the World Wide Web and E-learning Moodle. Upon this framework, an ever-expanding array of powerful software has been made available. Moreover, in the current decade, mobile technologies like tablets and smartphones have fundamentally altered the ease and convenience with which students and teachers can access digital content. This paper investigates the efficiency of the application of the Flipped Classroom pedagogy in an English for Academic Purposes class by analyzing the findings of the presented literature review regarding the Flipped Classroom pedagogy, examining the benefits of this strategy, demonstrating the author's qualitative reflections based on personal pedagogical experience which will suggest ways to implement the FC pedagogy in an EAP module and finally the paper will examine the challenges that may be faced and ways to overcome them.

2018

Flipped language learning offers many advantages in the foreign language classroom. Through the flipped methodology, teachers can provide their students with study materials before class, and in-class work can be devoted to more communicative and productive activities. However, to learn the fundamentals and effective implementation of the flipped methodology, language teachers could benefit from guidance. Mehring and Leis' (2018) edited Innovations in Flipping the Language Classroom addresses this need with fifteen chapters written by different authors. The book aims to prepare language teachers for flipped instruction in a step-by-step manner. The first two chapters provide a detailed description of the flipped method, and the remaining chapters present the reader with various examples of flipped language lessons. The remaining chapters also provide background information about the teaching context and elucidate lesson objectives, the targeted language skills, pre-class and in-class activities, technologies, and evaluations of the flipped lessons. Sample group activities and tasks, project guidelines, checklists, and rubrics are also available in many chapters for the teacher's use. The lesson plans provided in some chapters clearly demonstrate the components of the flipped lesson, including the link between pre-class and in-class activities. Research support is also a component of many, if not all, chapters, and data collection tools provide readers ideas about the evaluation of the flipped lessons. In the first chapter, Jeffrey Mehring directs attention to one of the most common misconceptions about flipped learning, which is that using videos and technology is required in flipped classes. He stresses that although using technology has been common

Language Learning & Technology, 2020

Flipped learning has become a fashionable instructional model in education, with its transitional role of converting traditional in-class activities into out-of-class activities and taking learning beyond the confines of the classroom (Bergmann & Sams, 2012). Use of the model has grown exponentially in various educational disciplines following its first appearance in the literature (O'Flaherty & Phillips, 2015). However, the model has only become widespread in the foreign and second language-learning domain over recent years, due to the promised gains for language development (Wang & Qi, 2018). With their timely book, Flipping Academic English Language Learning: Experiences from an American University, the authors, Erik Voss and Ilka Kostka, have made an important contribution to this new area of interest in the language-learning domain. The book is part of the SpringerBriefs in Education project, which aims to present innovative research topics and practical applications in education to the readers through compact volumes between 50 to 125 pages. Combining elements of both journals and books, the book differs from other recent resource books (i.e., Mehring & Leis, 2018). The authors have presented a concise yet comprehensive book within the scarce literature on flipped learning in language teaching.

This article aims to examine the effectiveness of Flipped Learning (FL) as a methodology for teaching English subjects to seventh-grade students. The study suggests that FL fosters an active and engaging learning environment by encouraging students to take control of their learning process. While the teacher remains the primary facilitator, they guide students and provide continuous, hands-on assessment. Research shows that applying the FL model promotes student participation and interaction with the teacher, thus improving student engagement. The methodology section of this article describes the processes followed to collect data, starting with a bibliometric analysis to build the state of the art, followed by an experimental approach to evaluate the method. A Likert-scale survey was used to measure student perceptions and opinions, proving an effective data collection method. A quantitative approach was used to assess students’ perceptions of LF. The results reveal that FL is an effective methodology that improves student engagement, motivation, and learning outcomes. Consequently, the analysis suggests that FL is an innovative didactic approach that can improve student motivation and learning outcomes by designing and implementing innovative pedagogical strategies.

Flipped instruction reinforces the idea that learning cannot be limited to classrooms. Flipped instruction is a new way of teaching for language pedagogy as other fields. Thus, the present research aimed to find out student teachers' perspectives about flipped instruction and flipped instruction based syllabus which was designed specifically for speaking skills development. The current study was utilized qualitative method to collect the data. Structured written interview technique and student teachers' response papers were used to collect student teachers' perspectives about flipped instruction and flipped instruction based Oral Communication Skills I course. The participants were Pre-service English Language Teaching Department student teachers who were first graders of ELT department at Gazi University, Turkey. Participants consisted of 23 students who were 20 female and 3 male student teachers. Results showed that student teachers had positive attitudes towards flipped instruction, which was quite new for the student teachers. The results indicated that student teachers were satisfied with flipped instruction and flipped syllabus which was specifically designed for the course. Besides, student teachers thought that flipped instruction was effective to make them prepared for the lesson and speaking activities which are carried out in class times.

ENGLISH REVIEW: Journal of English Education, 2020

This study aimed at investigating the effectiveness of utilizing flipped classrooms on seventh graders' English language skills (reading comprehension, writing, listening, and speaking) and areas (grammar and vocabulary) at Farahat Secondary Girls' School. The researchers chose two 7 th classes for the study, and then the flipped learning was implemented with the experimental group, while the control group had traditional learning. According to data collection, the researchers used a pretest and a posttest to measure the students' achievements after 9 weeks of flipping the classrooms, which were executed on 36 female students. Then, a semi-structured interview was conducted to draw a clear picture of flipped learning. The major findings of the study revealed that there were significant differences in English language skills and areas between both groups. The experimental group achieved higher scores than the control one, and the most prominent improved skills are listening, speaking, and communication.

Journal on English Language Teaching, 2017

Flipped instruction reinforces the idea that learning cannot be limited to classrooms. Flipped instruction is a new way of teaching for language pedagogy as other fields. Thus, the present research aimed to find out student teachers’ perspectives about flipped instruction and flipped instruction based syllabus which was designed specifically for speaking skills development. The current study was utilized qualitative method to collect the data. Structured written interview technique and student teachers’ response papers were used to collect student teachers’ perspectives about flipped instruction and flipped instruction based Oral Communication Skills I course. The participants were Pre-service English Language Teaching Department student teachers who were first graders of ELT department at Gazi University, Turkey. Participants consisted of 23 students who were 20 female and 3 male student teachers. Results showed that student teachers had positive attitudes towards flipped instructi...