THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN LANGUAGE TEACHING

By Ahmet Başal. 2015

322 citations recorded by the source corpus.

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a) to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b) to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f7d24479225ec625880955a10c4b783dcbd3377e

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Citations in the corpus

The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education (2021, background): “Students could watch the materials video outside the classroom to get engaged in the activities in advance so that both lecturer and students could apply more interactive and lively tasks (Basal, 2015).”
Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions. (2018, background): “Through the literature review, we found very few flipped learning studies with a focus on L2 contexts (Basal, 2015; Bauer-Ramazani, Graney, Marshall, & Sabieh, 2016; Hung, 2015).”
An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-order Thinking Skills, Student Engagement and Satisfaction (2016, background): “In the flipped classroom model, the role of the teacher has changed from a provider of knowledge to a guide, facilitator and organizer (Basal, 2015).”
Flipped classroom in English language teaching: a systematic review (2020, unknown): “According to the qualitative study by Basal (2015) based on 47 pre-service English teachers’ perceptions, the flipped classroom method in foreign language classrooms is believed to allow for learning at one’s own pace and enhance student preparation, removing time-related issues in the classroom…”
The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes. (2016, background): “Students evaluate the flipped classroom strategy as highly satisfactory since coming to class prepared increased students’ self-confidence and participation (Basal, 2015; Hsieh, Wu, & Marek, 2016; Kang, 2015).”
Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception (2018, background): “While several studies have investigated the effect of flipped classrooms in EFL settings (Alsowat, 2016; Basal, 2015; Chen Hsieh et al., 2017; Hung, 2015, 2017), it appears that almost no research, to the best of the researchers’ knowledge, has explored the impact of flipped classrooms in…”