The Comparison between Regular and Flipped Classrooms for EFL Korean Adult Learners
By Namhee Kang. 2015
93 citations recorded by the source corpus.
The purpose of this study was to explore the efficiency and the students’ perceptions of flipped classrooms, attentively designed to integrate lecture-oriented videos and an activity-centered off-line class, for twenty four EFL university students in a general English course. The regular and the flipped classrooms were compared in grammar and vocabulary knowledge by pre- and post tests. Student logs, a post-questionnaire and interviews in the flipped classroom were conducted to analyze the degree of integration of pre-preparation assignments and off-line class activities as well as the students’ perceptions. The results illustrated that (1) only the flipped classroom produced statistically significant changes in both vocabulary and grammar knowledge by Wilcoxon signed-rank test. The result by ANCOVA showed no difference, presumably, due to non-normal distribution in both groups. (2) The student logs suggested that well-blended flipped classroom maximized face time, retained more interaction and achieved learning goals. (3) The questionnaire and interviews showed the flipped classroom was highly positive in satisfaction, helpfulness, in-class activities and instructor’s roles, four pillars of F-L-I-PTM, benefits and comments. Especially Blackboard (Mobile) was instrumental in providing a flexible environment for assignments and technology-based activities in and out of class. However, ‘not doing assignments’ was the biggest obstacle as a part of disadvantages.
Subfields: Education, Information Systems
View Paper: https://www.semanticscholar.org/paper/3684a7bea761241ac9efa9fa90c321caac63fea9
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Information Systems
Citations in the corpus
- The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes. (2016, background): “Students confirmed that flipping their learning enabled them to better comprehend the content (Homma, 2015); whereas, some students complained about the out of class assignments that require using technology (Han, 2015; Kang, 2015).”
- Flipped classroom in English language teaching: a systematic review (2020, unknown): “…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 (2017), Kang (2015), Mel endez and Iza (2017), Mo and Mao (2017), Webb and Doman (2016), Wu, Chen Hsieh, and Yang (2017), Yu and Wang (2016) Flipped is…”