scholarly journals Students’ attitudes toward flipped classroom model: Focusing on Iranian advanced EFL learners

2020 ◽  
Vol 1 (2) ◽  
pp. 16
Author(s):  
Ehsan Namaziandost ◽  
Meisam Ziafar ◽  
Leila Neisi
Keyword(s):  
Flipped Classroom ◽  
Classroom Technology ◽  
Physical Sciences ◽  
Student Centered ◽  
Efl Learners ◽  
Students Attitudes ◽  
Communicative Abilities ◽  
Classroom Time ◽  
Engaging Student

Flipped classroom is an engaging, student-centered approach that has been built to enhance the quality of the classroom time. Generally speaking, this approach, whose implementations are performed mostly in physical sciences, has also recently attracted the attention of educators and scholars in various disciplines. Flipped classroom technology is an advancement that helps learners to enhance engagement, increase motivation and develop their communicative abilities. The current study aimed to examine Iranian advanced EFL learners’ attitudes toward using flipped classroom model. To fulfil this objective, 80 advanced EFL learners answered an attitude questionnaire after 10 sessions instructed in a flipped classroom. After collection the data and analyzing them, the results indicated that the learners’ attitude toward using flipped classroom was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and to reach better learning consequences.

scholarly journals Flipped Classroom Approach

2016 ◽  
Vol 8 (2) ◽  
pp. 98 ◽  
Author(s):  
Fezile Ozdamli ◽  
Gulsum Asiksoy
Keyword(s):  
Flipped Classroom ◽  
Classroom Technology ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Physical Sciences ◽  
Student Centered ◽  
New Approaches ◽  
The World ◽  
Education Field

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained. Keywords: Flipped learning, flipped classroom, new approaches

scholarly journals Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom

2017 ◽  
Vol 10 (5) ◽  
pp. 243 ◽  
Author(s):  
Fan Zhang
Keyword(s):  
Teaching Methods ◽  
Evaluation System ◽  
Flipped Classroom ◽  
Information Technologies ◽  
College English ◽  
English Teaching ◽  
Classroom Time ◽  
Educational Information

Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies that can improve the quality of college English teaching may include: strengthening teacher training; reforming the previous teaching evaluation system; managing the pre-class and classroom time; correctly understanding the role of modern education technology in college English teaching; paying attention to convergence between teaching materials and teaching software; implementing a variety of teaching methods, and strengthening the interaction inside and outside of the classroom.

scholarly journals A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays

2018 ◽  
Vol 9 (1) ◽  
pp. 5 ◽  
Author(s):  
Fatemeh Soltanpour ◽  
Mohammadreza Valizadeh
Keyword(s):  
Flipped Classroom ◽  
Teaching Practice ◽  
Collaborative Writing ◽  
Instructional Materials ◽  
Flipped Instruction ◽  
Efl Learners ◽  
Significant Difference ◽  
Significant Change ◽  
Argumentative Essays

According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners’ quality of argumentative essays. The participants were 55 students, who were assigned to two groups: the flipped classroom (FC) and the traditional classroom (TC). Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students.

scholarly journals Affordances of Flipped Classrooms: Unveiling the Paradox of Basics and Key Principles of Flipped Learning

2021 ◽  
pp. 10-20
Author(s):  
Shashi Verma ◽  
Ritesh Kumar Tiwari ◽  
Lalit Singh
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Flipped Learning ◽  
Traditional Methods ◽  
Student Centered ◽  
Constructivist Inquiry ◽  
The World ◽  
History Of ◽  
Flipped Classrooms

The flipped classroom is an active, student-centered strategy that has been developed to enhance the quality of the classroom era. For many years up till now, language experts have been seeking better ways to teach and learn. Flipped learning in the classroom that spreads rapidly throughout the world is not well established. All through the history of teaching and learning, traditional methods have come and gone. Despite traditional methods, modern methods tend to be more of a student-centered, constructivist, inquiry-based one. "Flipped learning" is an eye-catching model that has recently become popular. This article seeks to provide perspectives into flipped classes: roles, processes, and step-by-step what really happens inside and outside! That is to attract attention to its potential in the education field and provide to make it recognize more by educators and researchers. To this end, it has been tried to clarify the benefits and constraints of what flipped classroom strategy is all about.

Promoting Flipped Classroom Model in Teaching Writing of Efl Learners

2017 ◽  
Vol 1 (3) ◽  
pp. 279 ◽  
Author(s):  
Khoiriyah . ◽  
Mahendra Puji Permana Aji
Keyword(s):  
Flipped Classroom ◽  
Significant Contribution ◽  
Group Learning ◽  
Teaching Writing ◽  
Efl Learners ◽  
Classroom Activities ◽  
Class Time ◽  
Writing Class ◽  
Written Form

<p>Teaching writing requires interactive and motivating activities in EFL classroom. Usually, EFL learners lost their interest and get discouraged in writing class so they tend to avoid writing activities and exercises. The reasons are they get difficulties in exploring their ideas in written form and they cannot consult and meet the teacher individually during class time because of limited time for teaching. Thus, EFL learners need motivation in triggering themselves to write. Teachers have very significant contribution to improve quality of learning and support the learners to maintain their motivation by applying interactive teaching model. Therefore, flipped classroom is alternative model that could be utilized in managing inside or outside classroom activities. It is a digital technology used to shift direct instruction outside of the group learning to individual learning, usually via videos. This article aims to share the practice and challenges of applying flipped classroom model in teaching writing.</p><strong>Keywords: </strong><em>Flipped Classroom, Teaching Writing</em>

scholarly journals Students’ Perception Towards Flipped Classroom Approach in The Islamic And Asian Civilisation Studies (Titas)

2021 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Rafa Nurafida Binti Abdul Rahim ◽  
Mohammad Ali Al-Saggaf
Keyword(s):  
Quantitative Research ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Study Data ◽  
Survey Method ◽  
Student Centered ◽  
Classroom Implementation ◽  
Educational Backgrounds ◽  
Significant Difference

Flipped classroom is an active, student-centered approach that has been developed to enhance the quality of time in the classroom. This study investigates the perceptions of third year Bachelor in Teaching English as a Second Language (BTESL) and Bachelor in Accounting (BIA) students in a Higher Education Institute, Malaysia. It aims to examine the students’ perceptions towards the use of flipped classroom approach in Islamic Civilisation and Asian Civilisation subject (TITAS) and to identify whether there is any significant difference between the perceptions of two groups of students with different educational backgrounds. This study involves 124 respondents consisting of 82 (66.1%) third year BTESL students and 42 (33.9%) BIA third year students. It adopted a quantitative research design using a survey method for data collection. The questionnaire was adapted from previous studies as the instrument for this study. Data were analysed through SPSS software and were interpreted through descriptive analysis and an Independent sample T-test. The findings show the majority of BTESL and BIA students perceived the usefulness of flipped classroom implementation in TITAS class positively. However, the study findings also revealed that there is no significant difference between the perceptions of BTESL and BIA students. Consequently, the outcomes were inferred that students perceived flipped classroom approach in TITAS class to be useful and there is no significant difference between the perceptions of the two groups of students with different educational backgrounds.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

Sign in / Sign up

Export Citation Format

Share Document