scholarly journals The elimination of anticipated written errors from L1 interference through flipped classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 216
Author(s):  
Napacha Prapawadee
Keyword(s):  
Flipped Classroom ◽  
Mother Tongue ◽  
Asynchronous Learning ◽  
Positive Attitudes ◽  
Thai Students ◽  
Post Test ◽  
Flipped Classrooms ◽  
Efl Students ◽  
Simple Sentences ◽  
Support Students

Several studies have been conducted on written errors discovered in an EFL classroom, and the findings are similar, and that common errors have been discovered in Thai students’ written work, so these studies conclude that the main cause of errors is L1 interference.  In addition, other related studies reveal that flipped classrooms can support students’ learning process.  It is due to the fact that these days, EFL students still have problems with some grammatical aspects due to their mother tongue, and the class time provided is limited.  Therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly in class; the study looks to develop online lessons on LMS to encourage the students to learn at their own pace and to engage students with class activities.  The online lessons and class activities are currently being implemented, and 25 freshmen participate in this study.  The questionnaire will be completed at the end of the semester to discover their attitudes towards the flipped classroom covering online lessons and class activities.  Also, a pre-test and post-test on simple sentences are used to investigate the students’ learning outcomes via the flipped classroom.  The findings from the pre- and post-tests confirm the results of the former studies that the students produce the anticipated errors such as articles, capitalization, punctuation, nouns, and subject-verb agreement.  Also, synchronous and asynchronous learning can help eliminate those mentioned errors and the students have positive attitudes towards the flipped classroom.Keywords: written errors; L1 interference; flipped classroom

scholarly journals Enhancing Thai EFL Students’ EFL Vocabulary Knowledge through the Use of Task-Based Language Teaching and Storytelling Technique Adopting Thai Folktales

2021 ◽  
Vol 7 (4) ◽  
pp. 235-243
Author(s):  
Khomkrit Tachom
Keyword(s):  
English Translation ◽  
Test Scores ◽  
Vocabulary Knowledge ◽  
Northern Thailand ◽  
Vocabulary Retention ◽  
Communication Course ◽  
Thai Students ◽  
Post Test ◽  
Efl Students ◽  
Group Members

This study aimed to examine the development of EFL students' vocabulary knowledge adopting a task-based method with 32 Thai students who enrolled in an English for Communication course at a university in northern Thailand. This study emphasized improving the Thai EFL students’ English vocabulary knowledge by requiring students to retell six Thai folktales in English translation to their group members. The pretest-posttest design, as well as an interview, were employed to indicate the students' vocabulary improvement after retelling Thai folktales. The findings showed that the students' post-test scores were statistically higher than their pre-test scores, and the students felt that the folktale tasks helped them enhance their vocabulary knowledge. The results of this study indicate that the students learned English vocabulary in an engaging and meaningful way through storytelling; therefore, the students’ vocabulary retention is likely high.

scholarly journals Peer review in writing activities: outcomes and perceptions of EFL students

2020 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Theresia Adventris Ndohna Ruru ◽  
Teguh Sulistyo
Keyword(s):  
Peer Review ◽  
Junior High School ◽  
Control Group ◽  
Student Centered ◽  
Writing Ability ◽  
Positive Attitudes ◽  
Writing Class ◽  
Post Test ◽  
Efl Students ◽  
Quantitative Descriptive

This study aims at investigating the effect of peer review on students’ writing ability and the students’ perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.

scholarly journals Exploring the Effect of the Flipped Classroom Model on EFL Phonology Students’ Academic Achievement

2021 ◽  
Vol 3 (2) ◽  
pp. 37-53
Author(s):  
Mohsine Wahib ◽  
Youssef Tamer
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Flipped Classroom ◽  
Experimental Studies ◽  
Control Group ◽  
Great Success ◽  
Success In Higher Education ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

Recent research has shown that the flipped model had a great success in higher education. Yet, there are very limited experimental studies that prove its effects on EFL students’ academic achievement in Moroccan higher education. The central objective of this paper is to investigate the effectiveness of the flipped model in an EFL Phonology course and its effect on students’ academic achievement. The sample was composed of 156 participants (n=156) of two intact groups of EFL phonology course at two Moroccan higher education institutions. In a semester-long study, the phonology course was taught using the flipped model. Working with the existing intact classrooms made the study adopt a quasi-experiment design.  The teacher inverted the course by offering lectures via videos for students to view at home using the free online platform Edpuzzle and then followed up by providing activities and more practice in the classroom. Quantitative data were gathered using self-designed achievement test as a pre-test and post-test for both control and experimental groups. The results revealed a significant increase in the participants’ academic achievement in the experimental group in comparison to the control group.

scholarly journals EFL Students’ Experiences in a Flipped Reading Comprehension Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 381-388
Author(s):  
Silvia Ramadhanty ◽  
Nina Puspitaloka
Keyword(s):  
Flipped Classroom ◽  
First Grade ◽  
Learning Model ◽  
Middle Level ◽  
The Public ◽  
Flipped Classrooms ◽  
Efl Students ◽  
Positive Experiences ◽  
High Level ◽  
Middle Level Students

The aim of this research is to investigate EFL students’ experiences that appear in EFL students during the application of the flipped classroom learning model. The research was conducted by using a qualitative approach and descriptive method. The research participants were nine first-grade students at one of the public senior high school in Karawang. The participants were divided into three groups: three low-level students, three middle-level students, and three high-level students. To collect the data, researchers used were observation, interview, and documentation. This research found that the application of a flipped classroom provided positive experiences for students. The use of the video in this learning model made students excited. However, the use of online flipped classrooms appeared several challenges such as students must have internet access while they were learning and the internet connection, they have must be stable so that learning activities run well.

scholarly journals Effects of the Gamification Supported Flipped Classroom Model on the Attitudes and Opinions Regarding Game-Coding Education

2018 ◽  
Vol 13 (01) ◽  
pp. 109 ◽  
Author(s):  
Hasan Huseyin Özer ◽  
Sezer Kanbul ◽  
Fezile Ozdamli
Keyword(s):  
Qualitative Methods ◽  
Teacher Candidates ◽  
Flipped Classroom ◽  
Structured Interview ◽  
Project Development ◽  
Post Test ◽  
Flipped Classrooms ◽  
Development Course ◽  
Quantitative And Qualitative Methods ◽  
Qualitative Dimension

The aim of this study is to determine the opinions of teacher candidate students about applications and effects of attitudes for coding by making Project Development course with gamification supported flipped classroom during coding period. Quantitative and qualitative methods were used together in this study which aims to determine the attitudes and opinions of students about coding in gamification supported flipped classrooms for 14 weeks. In the qualitative dimension of the study, pre-test and post-test were applied as attitude measure for students about the coding. Whereas in quantitative dimension, semi-structured interview forms and interviews were held in order to obtain information in more details. This study was held with 35 classroom students who take Project Development course in Computer and Instruction Technology Teaching Departments at the Near East University of whom 3 were female and 32 were males. Results show that; the vast majority of teacher candidates have been satisfied with the activities through the approach of gamification supported flipped classroom as well as the increase in their motivation and in-class competition. Keywords—gamification, flipped classroom, game, coding, attitudes

scholarly journals Investigating the Use of the Flipped Classroom Method in an EFL Vocabulary Course

2018 ◽  
Vol 9 (2) ◽  
pp. 236 ◽  
Author(s):  
Sarah S. Alnuhayt
Keyword(s):  
Data Collection ◽  
Flipped Classroom ◽  
Control Group ◽  
Positive Attitudes ◽  
Post Test ◽  
Faculty Of Education ◽  
English Program ◽  
Experimental Group

This study investigated the efficacy of using the flipped classroom method in EFL vocabulary classes. The participants consisted of45freshmenstudents enrolled in the researcher's ENG.120 Building vocabulary course in  the English program of Al-Mezahemiah Faculty of Education; Shaqra University. The control group was taught traditionally by lecture- style learning while the experimental group was taught using the flipped classroom method. Data collection instruments included pre-post test and a questionnaire. Findings of the test indicated that the experimental group outperformed the control group in the post- test. Findings of the questionnaire indicated that students in the experimental group had positive attitudes regarding using the flipped classroom method in the EFL vocabulary class.

scholarly journals The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension

2018 ◽  
Vol 8 (6) ◽  
pp. 665 ◽  
Author(s):  
Arash Hashemifardnia ◽  
Ehsan Namaziandost ◽  
Sajad Shafiee
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Flipped Classrooms ◽  
Experimental Group

This study investigated the effect of implementing flipped classrooms on Iranian junior high school students' reading comprehension. To this end, 50 Iranian pre-intermediate students were choosen and randomly assigned into two equal groups; one experimental group (flipped classroom) and one control group (traditional classroom). After that, both groups were pretested through a reading comprehension test. Then, the researchers put the respondents of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector. The students were required to read each text before coming the class and discuss it with their classmates. On the other hand, the control group was taught in the traditional classroom. Before teaching each text, the researchers provided background knowledge for the control group and after teaching each text, the students were required to answer some questions related to the text. The whole treatment lasted 8 sessions of 50 minutes. In the last session, the post-test of reading comprehension was administered. The results of paired and independent samples t-tests indicated that there was a significant difference between the post-tests of the experimental and the control groups. The findings revealed that the experimental group significantly outperformed the control group (p < .05) on the post-test.

scholarly journals Fostering Students’ Grammatical Competence Through Flipped Classroom

2021 ◽  
Vol 1 (1) ◽  
pp. 57-72
Author(s):  
Firdausa Fadhilah ◽  
Ratna Sari Dewi ◽  
Zaharil Anasy ◽  
Ismalianing Eviyuliwati ◽  
Syauki Syauki
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Grammatical Competence ◽  
Digital Era ◽  
Criterion Score ◽  
Field Note ◽  
Tenth Grade ◽  
Post Test ◽  
Efl Students

ABSTRACTThis study aims to identify whether Flipped Classroom strategy can enhance students’ grammatical competence. EFL students still found difficulties in understanding and mastering grammar despite its central role in learning a new language. As we are living in the digital era, we can optimize digital tools in teaching and learning to assist students and teachers. Furthermore, students nowadays are tech-savvy, so it would not be very difficult to integrate technology into classroom. The participants of this research were the tenth grade students at SMAN 4 Tangerang Selatan. Classroom Action Research (CAR) was implemented as the research design with two cycles which comprised three meetings in each cycle. The cycle consisted of planning, acting, observing, and reflecting. The instruments used were test, questionnaire, observation, and researcher’s field note. The results showed that 77.14% of students passed the minimum criterion score; further, the results among pre-test, post-test 1, and post-test 2 significantly increased. These findings indicate that Flipped Classroom have the potential to improve students’ grammatical competence.   ABSTRAKStudi ini bertujuan untuk meningkatkan kompetensi gramatikal siswa melalui strategi Flipped Classroom dan untuk mengetahui bagaimana strategi tersebut meningkatkan kompetensi gramatikal siswa.   Siswa yang menggunakan bahasa Inggris sebagai bahasa asing (EFL) masih mengalami kesulitan untuk memahami dan menguasai tata bahasa meskipun peran sentralnya dalam belajar bahasa.  Karena kita hidup di era digital, kita dapat mengoptimalkan alat digital dalam proses belajar-mengajar untuk membantu siswa dan guru.  Selain itu, siswa saat ini sudah paham teknologi sehingga tidak terlalu sulit untuk mengintegrasikan teknologi ke dalam kelas. Melihat fenomena ini, oleh sebab itu, penelitian telah dilaksanakan. Subjek penelitian ini adalah siswa kelas X di SMAN 4 Tangerang Selatan. Penelitian Tindakan Kelas (PTK) dilaksanakan sebagai desain penelitian dengan dua siklus yang terdiri dari 3 pertemuan di setiap siklusnya. Instrumen yang digunakan adalah tes, angket, observasi, dan catatan lapangan peneliti.  Hasil penelitian menunjukkan bahwa 77,14% siswa dinyatakan lulus kriteria ketuntasan minimal (KKM).  Hasil pre-test, post-test 1, dan post-test 2 meningkat secara signifikan yang menunjukkan bahwa Flipped Classroom dapat meningkatkan kompetensi gramatikal siswa.

Comparison between Flipped Classroom and Video cum Lecture-based Classroom for Advanced Cardiovascular Life Support among Medical graduates (Preprint)

2019 ◽  
Author(s):  
Sahana Jenifer
Keyword(s):  
Flipped Classroom ◽  
Life Support ◽  
Pass Rate ◽  
Medical Community ◽  
Medical College ◽  
Medical Graduates ◽  
Learning Platform ◽  
Team Based Learning ◽  
Post Test ◽  
Flipped Classrooms

BACKGROUND Traditional lecture based classrooms provide a learning platform which engages the students in a passive process which may be tedious, and inadequate to sharpen the skills required, especially in the medical community. Flipped classrooms, and team-based learning on the other hand, actively requires the participation of the students, continuously challenging them to learn, understand, discuss, analyse, and resolve. Since the introduction of flipped classrooms, its effectiveness has been demonstrated in various fields of education over the years including medical education. OBJECTIVE The aim is to compare the effects of learning in a flipped classroom and in a video cum lecture based classroom, during an advanced cardiovascular life support course, amongst medical professionals of Jawaharlal Nehru Medical College, Wardha, India. METHODS In a retrospective study, 100 participants were selected at random. 50 were taught in a flipped classroom session and 50 were taught in a video cum lecture-based classroom. Pre-test and post-test results were collected from all participants, the results of which were used to compare the efficiency of the two methods. RESULTS In flipped classrooms, a significant improvement of the scores were recorded (P <0.001). From an average of 84.62% in the pre-tests, an average of 90.52% in the post-tests were seen. Along with this, an overall of 96% pass rate was seen among participants. In video cum lecture based classrooms however, an improvement was in fact seen, although one that was not statistically significant as that in flipped classrooms (P =0.394). From an average of 81.82% in the pre-tests, the post-test scores improved to an average of 83.44%. The overall pass rate was also significantly lower here with only 58%. CONCLUSIONS Flipped classrooms and team-based learning have demonstrated better results compared to video cum lecture-based classrooms.

scholarly journals Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 115-131
Author(s):  
Ahsin Fahmi Mubarok ◽  
Bambang Yudi Cahyono ◽  
Utari Praba Astuti
Keyword(s):  
Flipped Classroom ◽  
Cognitive Styles ◽  
Control Group ◽  
Writing Achievement ◽  
Field Independent ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.

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