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

2020 ◽  
Vol 9 (3) ◽  
pp. 666-674
Author(s):  
S. Singay
Keyword(s):  
Second Language ◽  
Flipped Classroom ◽  
Structured Interview ◽  
Learning Approach ◽  
Flipped Learning ◽  
Positive Effects ◽  
Attitudes And Perceptions ◽  
Students Attitudes ◽  
Language Context ◽  
The Impact

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.

scholarly journals FORMÁT VÝUKY PŘEVRÁCENÉ TŘÍDY V ON-LINE PROSTŘEDÍ V HODINÁCH HOSPODÁŘSKÉ ANGLIČTINY NA VYSOKÉ ŠKOLE

ACC Journal ◽  
2021 ◽  
Vol 27 (3) ◽  
pp. 88-101
Author(s):  
Tereza Havránková
Keyword(s):  
Flipped Classroom ◽  
Research Study ◽  
Learning Approach ◽  
Flipped Learning ◽  
English Classes ◽  
Language Classes ◽  
On Line ◽  
Approach To Teaching ◽  
Science Classes ◽  
The Impact

The flipped classroom model has been an appealing approach to teaching, primarily in math and science classes. However, several research studies have proven that the flipped classroom method can be successfully implemented in online language classes. This article presents a research study that aims to analyze the impact of the flipped learning approach on Czech university students in English classes. The first part of the study is dedicated to the goals and methodology of the research. The second section discusses the partial outcomes of the research.

scholarly journals Evaluation of a Flipped Classroom Model: A Case Study from Oman

2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Bilal Ahmad Pandow ◽  
Nihan Kutahnecioglu Inan ◽  
Ananda S.
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Flipped Classroom ◽  
Education Institution ◽  
Pilot Project ◽  
Successful Implementation ◽  
Learning Approach ◽  
Flipped Learning ◽  
The Impact

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.

scholarly journals Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning

2021 ◽  
Vol 13 (15) ◽  
pp. 8571
Author(s):  
Siti Fatimah Abd Rahman ◽  
Melor Md Yunus ◽  
Harwati Hashim
Keyword(s):  
Second Language ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Equation Modeling ◽  
Learning Approach ◽  
Intention To Use ◽  
Flipped Learning ◽  
Use Of Technology

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

scholarly journals MALAYSIAN TEACHERS’ PERCEPTION AND CHALLENGES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING APPROACH

2020 ◽  
Vol 3 (2) ◽  
pp. 62-76
Author(s):  
Nurul Ainna Hashim ◽  
Nurliana Dalila Shaari
Keyword(s):  
Flipped Classroom ◽  
Classroom Teachers ◽  
Learning Approach ◽  
Flipped Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Fast Development ◽  
History Of ◽  
Lecture Session ◽  
Structured Questionnaire

Flipping the classroom has given a lot of attention by many studies nowadays. Driven in by the technology widespread and its fast development, the flipped classroom is one of the recent trending in teaching practices. Therefore, this paper aims to investigate teachers’ perceptions and challenges towards the implementation of flipped learning approach. Several research studies showed that using flipped learning approach increases students’ understanding and confidence in learning. Flipped classroom allows students to have their own time of video-based (Vodcast) lecture session following with in-class exercises and practices. This paper briefly discusses on the history of flipped classroom, teachers’ perception and challenges issues of flipped learning approach to ESL/EFL teachers. A structured questionnaire was carried out to find out teachers’ perception and challenges in flipped learning approach to ESL/EFL teachers. The sample in this study consists of 50 respondents which are 9 males and 41 females. The results show that most teachers agreed that they find teaching through online is useful. It can be said that the biggest teachers’ challenge in implementing flipped learning approach as they feel teachers’ feedback is very important in the flipped learning classroom. Meanwhile, there is no significant relationship between teachers’ perception and teachers’ challenges. Keywords: ESL setting, Flipped Classroom, ICT in education, Teachers’ perception, Vodcast

Teaching sustainability-oriented capabilities using active learning approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Priscila Borin Claro ◽  
Nathalia Ramajo Esteves
Keyword(s):  
Active Learning ◽  
Business School ◽  
Business Schools ◽  
School Context ◽  
Real Life ◽  
Learning Approach ◽  
Case Study Methodology ◽  
Content Type ◽  
Positive Effects ◽  
The Impact

Purpose This paper aims to discuss how educators can teach sustainability-oriented capabilities (SOCs) using an active learning approach. Design/methodology/approach Using a case study methodology centered on a Brazilian business school, this research combines qualitative analysis of content, such as teacher notes and student work, with quantitative analysis of student grades. The authors used variance analysis and Bonferroni tests to establish whether the means of three test groups were significantly different. The authors also tested for normality, using the Skewness Kurtosis test, and for homoscedasticity, using Levene. Findings The authors’ findings suggest that the active learning (AL) method may be useful in developing SOCs related to the capabilities of “to know,” “to do,” “to interact” and “to be” because it improved student engagement in the program. In addition, this improved engagement was shown to have a positive influence on grades. Research limitations/implications Using convenience sampling, the authors studied a limited number of the mandatory management courses offered by Insper. There is a need to check for nonlinear positive effects over a more extended period of time and considering more courses. Practical implications This paper offers a practical and replicable technique for teaching SOCs in a business school context using AL. Originality/value The existing literature on education and sustainability discusses the role of business schools in the development of SOCs, especially with respect to curricular changes that integrate content and frameworks related to the conceptualization of sustainable development for business (Cebrián and Junyent, 2015; Cortese, 2003; Fairfield, 2018; Aleixo et al., 2020; Leal Filho, 2020; Arruda Filho et al., 2019). However, some studies suggest that the learning process at many business schools fails to explore the complexity of real life by not using a teaching approach that favors the development of SOCs (Leal Filho et al., 2015). Thus, prior studies have pointed to the need for further research on the impact of the active learning approach in teaching about sustainability (Leal Filho et al., 2015; Fisher and Bonn, 2011; Hesselbarth and Schaltegger, 2014). The aim of this research is to contribute to this discussion.

scholarly journals The Impact of the Virtual Laboratory on Students’ Attitude in a General Physics Laboratory

2017 ◽  
Vol 13 (04) ◽  
pp. 20 ◽  
Author(s):  
Gülsüm Aşıksoy ◽  
Didem Islek
Keyword(s):  
Attitude Scale ◽  
Virtual Laboratory ◽  
Control Group ◽  
Structured Interviews ◽  
Control Group Design ◽  
Physics Laboratory ◽  
Positive Effects ◽  
Students Attitudes ◽  
Laboratory Experiences ◽  
The Impact

<p class="Default"><strong>Abstract:</strong> The purpose of this study is to investigate the impact of virtual laboratory experiences in physics laboratory attitudes of students. It also aims to determine the views of students’ on virtual laboratory. The study involved 42 students who was divided into two groups (21 experimental, 21 control). Students were randomly assigned to both groups. In the research, the pre-test and post-test control group design was used. The experimental group used the virtual laboratory. On the other hand the control group used physical laboratory. The research data were obtained via the “physics laboratory attitude scale” and semi-structured interviews. The result of this study carried out that virtual laboratory experiences made positive effects on students’ attitudes. In addition, semi-structured interviews were found out that they had positive opinions regarding the virtual physics laboratory experiences.</p><p class="Default"> </p>

scholarly journals Knowledge, attitudes, and perceptions on genetically modified mosquitoes: Case for sterile mosquito release in Grenada

2017 ◽  
Vol 3 (1) ◽  
pp. 57
Author(s):  
Anjali Ghodasara ◽  
Marisa Deliso ◽  
Satesh Bidaisee
Keyword(s):  
Zika Virus ◽  
Genetically Modified Organisms ◽  
Genetically Modified ◽  
Structured Interview ◽  
Sample Population ◽  
Cross Sectional ◽  
Wide Range ◽  
Attitudes And Perceptions ◽  
Genetically Modified Mosquitoes ◽  
The Impact

This study assessed knowledge, attitudes and perceptions of various stakeholders in Grenada regarding genetically modified organisms and the release of genetically modified mosquitoes. The study adopted a cross sectional design with a study population that comprised of members from seven stakeholder groups of civil society in Grenada. The sample population was obtained through a snowballing strategy and data collection for the study consisted of a semi-structured interview. Data was managed through the collection and reviewing of data from transcribed interview notes, as well as observations and interpretations made during the field collection. Interview recordings were analyzed to identify emerging themes. These themes were ranked according to the frequency with which they appeared, and main concepts identified by linking related themes. Most groups supported the use of genetically modified mosquitoes against Zika, but there were several varying concerns, including environmental worries and the impact of these organisms on humans. Many questioned the characteristics of Zika itself, and some believed Zika is a man-made virus created in a lab. Others doubted the link of Zika virus to microcephaly and other birth defects, and some were unsure if Zika virus is transmitted by mosquitoes. There is a wide range of differing knowledge, attitudes, and perceptions towards genetically modifying technology in general and towards mosquitoes in response to Zika.

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