Flipped Instruction for Language Learning

2016 ◽  
pp. 91-107 ◽  
Author(s):  
Hilda Galvez
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Language Learning ◽  
Language Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Thought Processes ◽  
Flipped Instruction

The purpose of this chapter is to prepare teachers of English as a Second Language (ESL) to utilize flipped models of instruction to better prepare their students in content subjects. This chapter is relevant to educators, school districts, administrators, colleges, and universities. Flipped instruction enables students to engage in more critical thinking skills, while instructors guide their learning. Flipping instruction uses students' input and thought processes as opposed to the direct lectures. The flipped instruction uses technology, which has great potential to hold student's attention, while at the same time building critical thinking processes. Case studies of showing the success flipped instruction are available; however, there is a scarcity of flipped instruction research in the ESL classroom. ESL Computer Assisted Language Learning (CALL) affords students opportunities to explain, question, and develop their language skills as well as their own thinking.

Flipped Instruction for Language Learning

2017 ◽  
pp. 131-144
Author(s):  
Hilda Galvez
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Language Learning ◽  
Language Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Thought Processes ◽  
Flipped Instruction

The purpose of this chapter is to prepare teachers of English as a Second Language (ESL) to utilize flipped models of instruction to better prepare their students in content subjects. This chapter is relevant to educators, school districts, administrators, colleges, and universities. Flipped instruction enables students to engage in more critical thinking skills, while instructors guide their learning. Flipping instruction uses students' input and thought processes as opposed to the direct lectures. The flipped instruction uses technology, which has great potential to hold student's attention, while at the same time building critical thinking processes. Case studies of showing the success flipped instruction are available; however, there is a scarcity of flipped instruction research in the ESL classroom. ESL Computer Assisted Language Learning (CALL) affords students opportunities to explain, question, and develop their language skills as well as their own thinking.

scholarly journals Philosophical Foundations of Second Language Acquisition

wisdom ◽  
2016 ◽  
Vol 1 (6) ◽  
pp. 125
Author(s):  
Lilit Melikyan
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Philosophical Foundations

The following article attempts at shedding light on the role of metacognitive practices in second language acquisition, in particular, the role of critical thinking skills as a boosting factor for the language learning process. The article suggests using some psychological-methodological mechanisms that aim at promoting critical thinking in language learning thus attaching worth attention to the role of metacognitive practices in the field.

scholarly journals Attitudes of Jordanian Undergraduate Students towards Using Computer Assisted Language Learning (CALL)

2018 ◽  
Vol 6 (1) ◽  
pp. 12 ◽  
Author(s):  
Farah Jamal Abed Alrazeq Saeed
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Structured Interviews ◽  
Positive Attitudes

The study aimed at investigating the attitudes of Jordanian undergraduate students towards using computer assisted -language learning (CALL) and its effectiveness in the process of learning the English language.  In order to fulfill the study’s objective, the researchers used a questionnaire to collect data, followed-up with semi-structured interviews to investigate the students’ beliefs towards CALL. Twenty- one of Jordanian BA students majoring in English language and literature were selected according to simple random sampling. The results revealed positive attitudes towards CALL in facilitating the process of writing assignments, gaining information; making learning enjoyable; improving their creativity, productivity, academic achievement, critical thinking skills, and enhancing their knowledge about vocabulary grammar, and culture. Furthermore, they believed that computers can motivate them to learn English language and help them to communicate and interact with their teachers and colleagues. The researchers recommended conducting a research on the same topic, taking into consideration the variables of age, gender, experience in using computers, and computer skills.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

scholarly journals ELABORATING CRITICAL THINKING SKILLS IN TEFL METHODOLOGY SUBJECT

2020 ◽  
Vol 3 (2) ◽  
pp. 151-158
Author(s):  
Yohanes Gatot Sutapa Yuliana
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Authentic Texts ◽  
Learning Agents ◽  
Language Courses ◽  
Effective Use

Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners’ activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

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