Perceptions of senior-year ELT students for flipped classroom: a materials development course

By M. Adnan. 2017

139 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4270df708f007083ee99af58433f39137917ca83

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Citations in the corpus

Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception (2018, result): “Nevertheless, there have been some studies that have suggested no significant differences between the flipped and non-flipped models in terms of academic outcome (Adnan, 2017; Guidry, Cubillos, & Pusecker, 2013; Kissau, McCullough & Pyke, 2010).”
Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives (2019, background): “In FC models, more time is spent on cooperative learning and in-class discussions, which provides opportunities for learners to construct their knowledge, deliver their ideas and hence practice their interpersonal communication skills (Adnan, 2017; Arnold-Garza, 2014; Butt, 2014).”
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings (2020, background): “…design and development of flipped learning materials and activities, it is suggested that teachers keep videos short to avoid distraction, make content suitable for the students’ level, add motivating elements to online resources and gamify activities to improve student participation (Adnan, 2017).”
Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, unknown): “Such engagement further enhances learning outcomes (Adnan, 2017; Boucher, Robertson, Wainner, & Sanders, 2013; Chen Hsieh, Huang, & Wu, 2017a; Chen Hsieh et al., 2017b; Correa, 2015; Jamaludin & Osman, 2014; Leis, 2016; Li & Suwanthep, 2017; Tseng, Lin, & Chen, 2018).”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “Unlike traditional classes, in which lectures are followed by students’ homework, in flipped classroom, class activities are preceded by students’ homework (Adnan, 2017; Chen Hsieh, Wu, & Marek, 2017; Garrison & Vaughan, 2008; Karabulut-Ilgu, Jaramillo Cherrez, & Jahren, 2018; Tucker, 2012).”
The flipped classroom in second language learning: A meta-analysis (2020, background): “For other flipped theorists (e.g. Adnan, 2017; Evseeva & Solozhenko, 2015), flipped learning is heavily dependent on (digital) technology to allow students to engage with new content.”
Flipped classroom in English language teaching: a systematic review (2020, methodology): “The flipped classroom, in the most general sense, is an educational method in which homework and instruction are swapped and learning takes place beyond the classroom (Adnan, 2017; Bergmann & Sams, 2012; Chen Hsieh, Wu, & Marek, 2017; Karabulut-Ilgu, Jaramillo Cherrez, & Jahren, 2018).”
The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement (2019, background): “…platform (Chen Hsieh, Wu, and Marek 2017), the academic performance of intermediate-level English learners without any online platforms (Hung 2017), and ELT (English language teaching) students’ academic performance in a materials development course without any online platforms (Adnan 2017).”