Using the flipped classroom to enhance EFL learning

By Jun Scott Chen Hsieh, W. Wu, Michael W. Marek. 2017

587 citations recorded by the source corpus.

Instruction in English is a priority around the globe, but instructional methodologies have not always kept pace with the changing needs of students. To explore the benefits of the flipped classroom model for learners of English as a Foreign Language, the researchers used flipped learning and Wen's Output-driven/Input-enabled model to design a holistic oral training course that included extensive online written and verbal communication for the learning of a wide range of English idioms. The participants were 48 sophomore English majors in two required English oral training classes. A within-subjects research design exposed all participants to learning English idioms by flipped learning, using the LINE smartphone app, and by conventional instruction. A mixed research method was employed, using multiple sources of data collection, including pre- and post-tests on idioms, two questionnaires (“Perception of Flipped Learning Experience” and “Technology Acceptance Model”), the teachers' in-class observations, and semi-structured focus-group interviews. The results revealed that the theory-based flipped instruction using online written and oral interaction not only enhanced the participants' motivation, making them more active in using idioms in class, but also significantly improved their idiomatic knowledge, indicating that the flipped learning was successful in achieving the instructional goals of the class. The authors present insights into the impact of theory-based flipped learning on motivation and idiomatic acquisition; student impressions of the online platform used, LINE; and offer recommendations for practice.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/2fd8dfdb8777c8ca40478764c6e8a495c0462cd6

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Citations in the corpus

Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception (2018, methodology): “Therefore, it is one of the main missions of this study to examine whether Telegram app can meet the requirements of TAM for flipped classrooms.”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, methodology): “…(2016) Pardo and Mirriahi (2017) Panuwatwanich (2017) Wright, Greenfield, and Hibbert (2017) Clark, Clark, and BesterfieldSacre (2017) Chen Hsieh, Wu, and Marek (2017) McCredden, Reidsema, and Kavanagh (2017) Mitchell (2017) Mutch et al. (2017) Examined the potential of flipped classroom…”
The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes. (2016, background): “Another feature of flipped classrooms that received a positive response is the incorporation of e- communication tools outside the classroom because students can share their work and get comments and feedback from their classmates and the teacher (Haake, 2013; Han, 2015; Hsieh et al., 2016).”
The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement (2019, background): “…scholars to look for innovative practices that can transform conventional classes to improve the quality of language learning and teaching, to accommodate language learners’ growing and changing needs and interests, and hence to motivate students to excel (Chen Hsieh, Wu, and Marek 2017).”
Flipped classroom in English language teaching: a systematic review (2020, background): “…Flipped is more effective 18 Ahmad (2016), Alsowat (2016), Amiryousefi (2017), Boyraz and Ocak (2017), Chen Hsieh, Huang, and Wu (2017), Chen Hsieh, Wu, and Marek (2017), Çetin K€oro glu and Çakır (2017), Doman and Webb (2017), Ekmekci (2017), Huang and Hong (2016), Hung (2015), Hung…”
Perceptions of senior-year ELT students for flipped classroom: a materials development course (2017, background): “Also parallel are Frydenberg (2013), Hsieh et al. (2016)), Hung (2015), and McGivney-Burelle and Xue (2013) in suggesting higher satisfaction levels from flipped students as opposed to non-flipped.”
The flipped classroom in second language learning: A meta-analysis (2020, background): “Such magnitudes exceed Cohen’s (1992) classic threshold for a large effect (d = 0.80) and approach Plonsky and Oswald’s (2014) empirically derived large effect size for between-group differences in L2 outcomes (d = 1.”
The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education (2021, background): “It is a unique learning approach that enables students to obtain prior knowledge and information from instructional videos before the class, and apply the theory directly to the classroom (Hsieh et al., 2017).”
Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning (2020, methodology): “) Learning motivation and attitude were enhanced (Tan et al., 2019; Shadiev, Hwang, Huang, et al., 2018; Liu, Chen, et al., 2018; Sharifi et al., 2017; Kurt & Bensen, 2017; Wang, 2017; Hsu, 2017; Chen, Carger, et al., 2017; Hung, 2017; Rachels & Rockinson-Szapkiw, 2018; Hsieh et al., Development of ”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “More specifically, studies have focused on the role of flipped classroom in writing performance of EFL students (Ebadi, Rahimi, & Harati, 2017; Ekmekci, 2017; Su Ping, Verezub, Adi Badiozaman, & Chen, 2020; Wu, Yang, Scott Chen Hsieh, & Yamamoto, 2020; Zou & Xie, 2019).”
Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, unknown): “In addition to flipped learning, another potentially effective pedagogical approach for tackling the issue of demotivation/motivation among EFL students is the use of online writing practice (Chen, Chuah, Tho, & Teh, 2015; Kikuchi, 2015; Sun & Qiu, 2014; Tsiakyroudi, 2018).”