Investigating Learner Engagement in Flipped English as a Foreign Language Classroom

Yan Liu (University of International Relations)

Article ID: 2276

Abstract


Flipped classroom is an innovative instructional method. Recent technological developments have given rise to the popularity of flipped classroom. This study reports the findings of a questionnaire survey that investigates learners’ perceptions of flipped EFL (English as a Foreign Language) classroom, with a particular focus on their self-perceived learner engagement. The results of the study indicate that the learners generally have positive and favorable attitudes toward flipped classroom. Seventy-five percent of them consider flipped classroom useful in boosting their confidence in learning English and 50.6% think that they have become more interested in the course. Yet, it is also found that only 30.1% agree that flipped method has helped them to understand the course content more clearly. In addition, as high as 71.6% of the respondents agree that the flipped method can increase their motivation to participate in classroom learning activities, but only 44.9% believe that their engagement has been raised. While the results show that the students tend to accept this new teaching method, their evaluation of the actual effects of it is not as expected, which may be due to the lack of guidance and the weak connection between online self-study and classroom activities. Future studies are needed to explore how to strengthen these areas.


Keywords


Flipped classroom; Technology; Learner engagement; EFL teaching

Full Text:

PDF

References


[1] Abdullah, M.Y., & Al-Mofti, K.W.H. (2017). The impact of social support on EFL learners’ motivation at Iraqi Kurdistan universities. Modern Applied Science, 11(7), 51. https://doi.org/10.5539/mas.v11n7p51

[2] Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465-1482. https://doi.org/10.1007/s10639-015-9393-5

[3] Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225-232. https://doi.org/10.1111/flan.12327

[4] Burke, A.S., & Fedorek, B. (2017). Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18(1), 11-24. https://doi.org/10.1177/1469787417693487

[5] Egbert, J., Herman, J., & Chang, A. (2018) Flipped instruction in CALL: Exploring principles of effective pedagogy. [C] In B. Zou & M. Thomas (Eds.), Handbook of research on integrating technology into contemporary language learning and teaching (pp.1-14). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-5140-9.ch001

[6] Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos [J]. Journal of the Scholarship of Teaching and Learning, 14(5), 12-26. https://doi.org/10.14434/josotlv14i5.12829

[7] Farrah, M., & Qawasmeh, A. (2018). English students’ attitudes towards using flipped classrooms in language learning at Hebron University. Research in English Language Pedagogy, 6(2), 275-294.

[8] Ginns, P. & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning [J]. Internet and Higher Education, 10(1), 53-64. https://doi.org/10.1016/j.iheduc.2006.10.003

[9] Guri-Rosenblit, S. (2005). Eight paradoxes in the implementation process of e-learning in higher education [J]. Higher Education Policy, 18(1), 5-29. https://doi.org/10.1057/palgrave.hep.8300069

[10] Hung, H. (2015). Flipping the classroom for English language learners to foster active learning, Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701

[11] Kirkwood, A. (2009). E-learning: You don’t always get what you hope for [J]. Technology, Pedagogy and Education, 18(2), 107-121. https://doi.org/10.1080/14759390902992576

[12] Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113-127. https://doi.org/10.1504/ijmlo.2019.10016617

[13] Khalil, R.R., & Fahim, S.S. (2017). Assessment as a learning tool in a flipped English language classroom in higher education. Arab World English Journal, 7(4), 4-19. https://doi.org/10.31219/osf.io/xnmne

[14] Papadakis, S. (2018). Evaluating pre-service teachers' acceptance of mobile devices with regards to their age and gender: a case study in Greece [J]. International Journal of Mobile Learning and Organisation, 12(4), 336-352. https://doi.org/10.1504/ijmlo.2018.10013372

[15] Wang, Z., Bergin, C., & Bergin, D.A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 29(4), 517-535. https://doi.org/10.1037/spq0000050

[16] Wichadee, S. (2017). A development of the blended learning model using Edmodo for maximizing students’ oral proficiency and motivation. International Journal of Emerging Technologies in Learning (iJET), 12(2), 137-154. https://doi.org/10.3991/ijet.v12i02.6324



DOI: https://doi.org/10.30564/jiep.v3i1and2.2276

Refbacks

  • There are currently no refbacks.
Copyright © 2020 Yan Liu


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.