Integrating Recent CALL Innovations into Flipped Instruction

With flipped learning becoming a normalized part of foreign language educational methodology, it is important to understand its past so that we, as teachers, can consider the future. This chapter reviews the pedagogical basis supporting flipped learning and discusses the recent research into the use of flipped learning methodology, primarily in the foreign language classroom. This survey encompasses studies done in Japan and around the world. Recent studies were analyzed to develop general guidelines for how to flip instruction, which are provided herein with suggestions for administrators to institutionalize the practice of flipped education. This chapter concludes with suggestions for future research into the field of flipped learning in foreign language education.

Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

Testing a CALL Effectiveness Model

This chapter reviews developments in the field of CALL evaluation. It includes the implications of accepted CALL and computer-assisted second-language acquisition (CASLA) principles for improving instruction. It blends studies of thorough research with appropriate, good practice. It suggests how to build effective flipped learning programs and the questions to ask before designing or using CALL. It suggests pedagogical implications and areas for fruitful research into the use of richer CALL applications. Using accepted CALL principles, it provides a practical model for comparing and evaluating the relative effectiveness of CALL and Computer-Mediated Communications-enhanced language learning versus traditional printed texts and simple audio.

Flipping the Academic Writing Classroom

Over the past two decades, flipped learning has become a buzz word in education discussions. Flipped learning was first applied to science teaching, where lecture has traditionally been the primary means of delivering new content to students (Bergmann & Sams, 2012). While many teachers have heard the term, it is often not well understood, and its application to English language teaching has not yet been explored in depth. This chapter aims to show how the flipped learning paradigm can be applied to an EFL academic writing class. This will be supported with empirical research involving surveys of students in an EFL scientific writing class, to examine how students interact with the video content, and their perceptions of the flipped learning format. This research differs from most previous research in focusing on how students are interacting with the materials in a flipped classroom context, rather than only focusing on the learning outcomes.

A New Era of Applying CALL to Enhance EFL Learners' Lexical Knowledge

This chapter provides an overview of several software programs, which can used to teach and acquire lexical knowledge. First, GSL Builder is aimed directly at supporting the acquisition of high frequency words. AWL Builder is generally used to develop knowledge of academic words. Shanbei provides opportunities for learning low-frequency words. Word Engine is specifically for learning the words needed for passing the TOEFL, IELTS, TOEIC, SAT, and GRE tests. CAVOCA takes learners through different stages of vocabulary development: deduction, consolidation, and long-term retention. V-admin enables teachers to keep track of their students' vocabulary development. The integration of these tools can facilitate EFL learners' vocabulary learning. Teacher beliefs concerning the role of technology for teaching vocabulary are important. Teachers should explore how to effectively integrate vocabulary building technology into their teaching practice. In the future, more effort needs to be made to creating a clearer conceptualization of computer-assisted vocabulary learning (CAVL).

Flipped Instruction for Language Learning

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.

Studies of Flipping Classes with Asian Students

This chapter offers definitions of “Flipping Classes” (FC), which are classes that shift learning responsibility towards students and employ more media outside of class to help learners prepare to contribute more during classroom time. Its primary purpose is to increase student engagement by the wiser use of CALL, TELL and SMALL (Social Media Enhanced Language Learning). In support of these aims, this chapter examines “Flipped Classroom” instruction with the purpose of mining applications and websites that can help teachers flip their classes more effectively. Using FC, students are more engaged and enjoy preparing for their lessons out of class. They also gain confidence and communication skills as they present in class. Various definitions and examples of flipped classes will be presented, and its educational aims discussed.

Academic Writing in the Flipped EFL Classroom

During the last few years flipped classrooms have aimed to provide more authentic forms of student engagement in which learners have greater opportunity to utilise classroom time more effectively. This chapter reports on a preliminary study conducted in a private higher education institution in Oman involving 16 students enrolled in Level 3 of the English GFP (General Foundation program). It investigated the effect of the flipped model on the engagement of EFL (English as Foreign Language) learners in writing skills, focusing specifically on their cognitive, behavioural, emotional, and agentic levels of engagement. Students' self-report questionnaires and focus group interviews were used in a mixed methods approach. The results revealed that students' overall level of behavioural and emotional engagement was closely related to their cognitive engagement and agency. The chapter calls for more research on the flipped classroom in relation to writing skills as well as the need to identify strategies to help with the extra non-classroom activities required of them.

Flipped Instructional Technology

Most recently, the Flipped Classroom model has drawn the attention of many educators as an effective means of organizing and developing individual competencies. The goal in the university setting at Grand Valley State University, College of Business (GVSU) is to improve cognitive practice and increase learning in the value creation process and the zone of proximal development (ZPD) environment. Seeing one experiences this newest pedagogy in “flipped classroom” design, it has changed various educational disciplines in business education due to increased success that this model helps to create in the areas of learner motivation and comprehension - based on the objectives required for course work. Educational technology has played a key role providing a catalyst in this achievement. For example: The ZPD and experiential learning are applied in the growth of specialist in the field of management information systems (MIS).

Gain Time and Differentiate to Meet Student Needs in University Learning Environments

Flipped learning is a way to regain lost time and provide support for students where they really need it. This became especially apparent in Interactive Two-way Videoconference (ITV) based distance courses where lost time and difficulties differentiating for students across multiple campuses created great frustration. Language educators are very accustomed to and comfortable with students working in groups and pairs, unlike other disciplines, to problem solve, think critically and develop content. This chapter discusses how Russian and Japanese instructors moved the “fact learning” parts of lessons to independent study while increasing opportunities for students to practice creating with the language in a supported teacher-guided environment. In the process, they regained lost time to focus on increasing student proficiency, addressed specific student misconceptions, and more easily differentiated instruction to meet student learning styles.