Does the Flipped Classroom Lead to Increased Gains of Learning Outcomes in ESL/EFL Contexts?

By Marie Webb, E. Doman. The CATESOL Journal, 2016

119 citations recorded by the source corpus.

This research investigates whether the flipped classroom can lead students to increased gains on learning outcomes in 2 ESL/EFL contexts in Macau, China, and the US. A pretest posttest quasiexperimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be associated with the flipped approach (FA). The effectiveness of the FA on students’ achievement with grammar-student learning outcomes was evaluated with a pretest and posttest grammar test, along with students’ perceptions of their increased comfort and confidence using English grammar through a grammar survey. These data were triangulated with student focus groups and means of completed grammar assignments. The findings suggest that although both the control and experimental groups showed increased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups. The researchers of this study make recommendations for a flipped curriculum and materials design for ESL/EFL teachers in any context globally

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b8752a7dc3596dd4d828485409e265f9b52e8017

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Citations in the corpus

Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives (2019, result): “…amount of research has affirmed students’ perceived positive learning outcome and increased confidence (Chen Hsieh et al., 2017; Sarawagi, 2014; Webb & Doman, 2016), while other studies have displayed no significant difference in students’ grades between the flipped and non-flipped practices…”
Flipped classroom in English language teaching: a systematic review (2020, background): “…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 more effective and / or makes no difference 1 Zainuddin and…”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, methodology): “Drawing on Wen’s (2008) Output-driven/Input-enabled model, in this study we first explored the difference between the flipped and nonflipped classrooms in enhancing global writing performance of EFL students.”
The flipped classroom in second language learning: A meta-analysis (2020, background): “Finally, there is also the argument, as summarized by Webb and Doman (2016), that modern language teaching approaches such as communicative language teaching and thereby task-based language teaching (see Ellis, 2009) are essentially flipped learning by another name.”