Flipping the classroom for English language learners to foster active learning

By Hsiu-Ting Hung. 2015

796 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/69a4c0159dfef669a9c2555c6cb0cde718fbdbcc

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Citations in the corpus

Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model (2017, background): “Motivation is an inner power that mobilises humans and drives them to take action, geared towards a goal (Harmon-Jones, Harmon-Jones, and Price 2013). According to Boo, Dörnyei, and Ryan (2015), students’ motivation describes the spirited nature of students who take the initiative to participate in ”
The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education (2021, background): “Previous studies have been conducted to examine the impact of the flipped classroom in teaching English language skills, such as Hung (2015) who investigated the effects of the flipped classroom in terms of academic achievement, learning styles, and students’ engagement of English language learners.”
The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement (2019, background): “These studies have focused on the effects of flipped learning on foreign language learners’ academic performance in an English course at a Taiwanese university with the use of WebQuests as the online learning platform (Hung 2015), learning a wide range of English idioms with the use of the LINE smar”
The flipped classroom in second language learning: A meta-analysis (2020, background): “…appears to be especially popular in recent L2 flipped learning scholarship, where both primary studies (e.g. Chen Hsieh, Wu, & Marek, 2017; Hung, 2015, 2017) and research syntheses (e.g. Turan & AkdagCimen, 2019) have included or emphasized technology in their definitions of flipped…”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “The review of the literature indicates that flipped classroom can contribute to different factors in EFL context (Hung, 2015; Wu et al., 2020).”
Flipped Classroom Adapted to the ARCS Model of Motivation and Applied to a Physics Course. (2016, methodology): “Hung (2014) used the flipped classroom approach in English language teaching lectures and concluded that it had positive effects on academic achievement, attitudes and lesson participation levels of students.”
How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education (2019, methodology): “Flipped-class instruction is arguably one of the most promising methods in teaching the EFL classroom today (Chuang et al., 2018; Hung, 2015; Wu, Hsieh, & Yang, 2017), with an integration of technology and pedagogy to promote positive learning outcomes.”
The flipped classroom: for active, effective and increased learning – especially for low achievers (2016, result): “Hung (2015) showed similar results for English language learners.”
The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes. (2016, background): “This passive role in learning disappears in the flipped classes because the strategy motivates students to spend more of out- of-class time to learn by themselves (Han, 2015) and encourages them to participate more in classroom activities (Hung, 2015).”
The Effect of Flipped Classroom Model on Students' Classroom Engagement in Teaching English. (2018, background): “In the study of Hung (2015), it is concluded that the effect of the flipped classroom model in teaching English is more effective in terms of getting better learning outcomes for students.”
THE FLIPPED WRITING CLASSROOM IN TURKISH EFL CONTEXT: A COMPARATIVE STUDY ON A NEW MODEL (2017, background): “Likewise, Hung (2015) investigated the impacts of flipping the classroom on English language learners’ academic performance, participation levels, and learning attitudes.”
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings (2020, background): “students immediate and adaptive feedback perhaps using the clicker technique (Hung, 2017b). Furthermore, Hung (2017a) suggests that teachers adapt flipped teaching and learning to suit their local contexts.”