scholarly journals The Effectiveness of Flipped Classroom Approach on Students’ Achievement in English Language in Saudi Arabian Southern Border Schools

2020 ◽  
Vol 13 (9) ◽  
pp. 66
Author(s):  
Ali H. Najmi
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Traditional Approach ◽  
Saudi Arabian ◽  
School Day ◽  
Post Test ◽  
Quasi Experimental ◽  
Flipped Classrooms ◽  
The Impact ◽  
Schooling System

The multi-shift schooling system was adopted in Saudi Arabian southern borders schools as a result of the Arab coalition efforts to end the coup and restore the state institutions in Yemen. This has left the education community with the perception of inadequate learning time and the possible of creation of learning deficits for all students involved. Using the flipped classroom approach, this study explores this perception of learning and educational gaps resulting from the reduction of the class time and the school day. This study was executed in 2018 and used a quasi-experimental approach to explore the impact of the flipped classroom approach on students’ academic achievement in English language. A pre and post test was utilized to obtain the data. The result revealed that students taught in a flipped classroom approach achieved higher than their counterpart peers taught in the traditional approach. The study recommended the use of the flipped classrooms approach in hazardous areas or areas where there is a need to adopt multi-shift schooling system.

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 Digital Skills for Communication and Content Creation: Can B-learning Greatly Influence Them?

HOW ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 45-68
Author(s):  
Yeimmy Rubiela Gómez-Orjuela
Keyword(s):  
English Language ◽  
Statistical Tests ◽  
Major Influence ◽  
Main Hypothesis ◽  
General Hypothesis ◽  
Content Creation ◽  
Digital Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

This article reports the results of a study that took place at a private university in Bogota, Colombia. An English language course was the scenario for applying a set of sessions that sought to determine how blended learning could influence the development of digital skills for creativity and communication via a pedagogical intervention during an academic term. A quasi-experimental design was carried out to measure the variable ‘communication and content creation skills’ by conducting a pre- and post-test survey. From the statistical test, the general hypothesis was accepted for the scope of this study, stating that the b-learning model did not develop the skills chosen in this implementation meaningfully. These findings imply that creativity and communication skills can be influenced by this model; also, thought-content-creation skills received a major influence according to the internal statistical tests. However, the statistical tests that comprised this method also suggested that the impact was not high enough to prove the main hypothesis. Furthermore, findings provide an opportunity to explore research designs that are not common in this field of education.

scholarly journals A Comparative Analysis of Traditional Flipping Versus Virtual Flipping

2021 ◽  
Vol 3 (4) ◽  
pp. 57-62
Author(s):  
Asiya Tabassum
Keyword(s):  
English Language Learners ◽  
Sample Size ◽  
Language Learners ◽  
Flipped Classroom ◽  
English Language ◽  
Writing Skills ◽  
Virtual Class ◽  
Post Test ◽  
The Impact ◽  
Traditional Class

Flipped classroom approach is the most sought after neoteric pedagogical approach in the present times. This approach is clinching prodigious recognition as it employs a blend of techniques and technologies. The present study compared flipping a traditional class and a virtual class. The study aims to weigh the effects of flipping writing skills course in a traditional class and virtual class on the performance, attitudes and perceptions of English Language Learners’. The research used a quasi-experimental design with pre-test and post-test with a control group. The group consisted of 24 English language learners attending the level four foundations program at Nizwa College of Technology. The same group was given instructions by flipping traditional class for 3 weeks and virtual class for 3 weeks. Independent and paired sample t-tests were implemented for interpreting the pre-test and post-test data. The results showed a statistically significant difference between the writing skills course's traditional flip and virtual flip. It was evident that the students in traditional flip surpassed the students in virtual flip in performance. Students in both modes showed positive attitudes towards the approach. This study would benefit educators in Oman in general and at NCT, particularly in adapting a very effective approach that would help them improve students’ performance by involving them and making them responsible for their learning. The limitations of the study were absenteeism, limited sample size. There was also a little reluctance from students towards this approach. Studies on flipped classroom approach in language learning classrooms are limited, but studies on flipping a virtual class are even more limited. Very few researchers investigated the impact of flipping a virtual class. More research is needed in this aspect. More long-term research is needed with different skills and a larger sample size to uncover the efficacy of flipping both traditional and virtual class.

scholarly journals Digitalizing the Teaching and Learning of Mathematics at the Senior High Schools in Ghana; the Case of Flipped Classroom Approach

2021 ◽  
Vol 5 (3) ◽  
pp. 29-37
Author(s):  
Seth Amoako Atta ◽  
William Agyei Brantuo
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Test Method ◽  
Pedagogical Strategies ◽  
Remedial Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Media Channels ◽  
Municipal Assembly ◽  
The Impact

Introduction: The 21st century comes with its own challenges so far as the teaching and learning of mathematics is concern. This is because most of the senior students have access to digital devices that allow them to navigate the social media channels like the WhatsApp, Twiter, instagram, SnapChat, Facebook, TikTok and the likes. Unfortunately these handles are loaded with various forms of videos and other stuffs that these innocent young ones turned to love to follow more than their studies, thereby affecting their academic achievements. Purpose: The motive of this study was to enhance students’ conceptual understanding in circle theorems using the flipped classroom approach. Methodology: A sample of Fifty (50) Remedial students from the Bekwai Municipal Assembly in the Ashanti Region of Ghana was selected by means of purposive sampling method for the study. With the use of quasi- experimental design, a pretest post test method was use to gather the data on the students to ascertain the impact of the interventional design. In addition to the tests, a questionnaire was also used to find out how students feel about the flipped classroom pedagogy in teaching and learning. Findings: The analysis of the questionnaire came out that students enjoyed the lessons and their performance appreciated as a result. A statistical significant improvement in the students’ performance made the researcher reject the null hypothesis and concluded that flipped classroom approach impacted positively on students’ performance. Recommendations: It was therefore recommended that the flipped classroom should be adopted as one of the pedagogical strategies in teaching mathematics at the Senior High school.  

scholarly journals Developing the English Language Teaching Skills of Saudi Teachers of Young Learners

2020 ◽  
Vol 13 (3) ◽  
pp. 20
Author(s):  
Ayman Sabry Daif-Allah ◽  
Fahad Hamad Aljumah
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Skills ◽  
Control Group Design ◽  
Young Learners ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

This study aimed at investigating the impact of a program on developing the English language teaching skills of pre-service English for Young Learners (EYL) Teachers. The sample of the study consisted of 70 English language major students in Qassim University. The researchers made use of the quasi-experimental pre-test post-test control group design and data were collected quantitatively by means of questionnaires and observation checklists used for pre- post testing. Results revealed the effectiveness of the program on developing the necessary English language teaching skills for pre-service EYL teachers. The study recommended introducing appropriate teaching practices in the EFL context in general and in elementary school settings in particular.

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

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 Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

2017 ◽  
Vol 13 (25) ◽  
pp. 193
Author(s):  
Armas Pesantez Paul Rolando ◽  
Armas Pesantez Washington Geovanny ◽  
Salazar Calderón Edison Hernán ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Didactic Material ◽  
Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

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