Content-based instruction in the flipped classroom to enhance EFL learners’ intercultural communicative competence

The use of educational technology has given rise to the flipped classroom in providing learners with opportunities for active learning and engaging with material inside and outside class. Many previous studies have reported students’ satisfaction in using the flipped classroom for medical, math, and English courses; however, research on using flipped classroom to enhance learners’ intercultural communicative competence (ICC) in the EFL classroom remains insufficient. Therefore, this paper studies a one-semester project in which learners developed their ICC skills through content-based instruction (CBI) in a flipped classroom setting. Twenty-six students in the English department of a private university in Indonesia participated in this study. Using qualitative data analysis, the results show that CBI and flipped classroom improved the participants’ ICC significantly. These results could be valuable for those who wish to conduct similar research

A Flipped Classroom Redesign in General Chemistry

The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course (J. Chem. Educ., 2016, 93, 13–23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while keeping discussion sizes small (i.e.,students), and maintaining equivalent contact hour load for faculty and workload for students. To that end, the course format featured lecture contact pushed outside of the classroom in the form of video lectures (mean duration 13 minutes) paired with online homework sets, and three parallel weekly one-hour discussion sections were held in adjoining lab rooms immediately prior to the three-hour laboratory session. As in our previous design, the discussion sections were led by teaching assistants; however, the weekly discussion meeting was shortened from 75 minutes to 50 minutes, and the primary instructor “floated” between the three parallel sessions. Two such sessions were held each week, affording a possible enrollment of 144; initial enrollment was 141, with students self-selecting into the course. We examine student performance in and satisfaction with the course using: (1) a pre-test/post-test design based on the paired questions American Chemical Society (ACS) first-term and second-term exams, (2) data on DFW (D, F, withdrawal) rates, and (3) student evaluations

THE IMPLEMENTATION OF FLIPPED CLASSROOM BY USING TED-ED IN WRITING III CLASS OF THIRD SEMESTER OF ENGLISH EDUCATION STUDY PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF UNIVERSITAS BANDAR LAMPUNG

The objectives of this research were to know how flipped classroom can give an effect to students’ activeness in the class, and to see students’ achievement in experiencing flipped classroom method. In this research, I used the descriptive qualitative method. The kind of method was used to feel the experience the real world, and also to know people’s point of view of a certain phenomenon. It was also used to obtain the truthful, precise, and well-organized explanation about students’ activeness and students’ achievement in experiencing flipped writing class. The research was done at Writing III class of English Education Study Program of Teaching and Training Education of Universitas Bandar Lampung that consisted of twenty-four students. The data were gathered by observation and questionnaire, and those were also analysed by combining the result of observation and questionnaire in several paragraphs. The result of this research showed that when this method firstly implemented, students felt confused of what they should do in the class, but the class in the end ran successfully. From the questionnaire result also showed mostly positive feedbacks in experiencing flipped method, but there are also some negative feedbacks are given in it. The combination of those two instruments is that flipped classroom method is able to facilitate them in writing class. They mostly agreed this method could make them more interested in this class, and it could help them in improving their skills, also it could awake them that they need to be more responsible of their own learning in the class

The Students' Attitude and Learning Experience toward Flipped Classroom Implementation in ESP Class During COVID-19 Outbreak: A Survey Study

Abstract: The Students’ Attitude and Learning Experience toward Flipped Classroom Implementation in ESP Class during COVID-19 Outbreak: A Survey Study. Objective: This study was to determine student attitudes and learning experiences related to the application of Flipped Classroom (FC) in English for Specific Purposes (ESP) classes during the COVID-19 pandemic. Method:  A quantitative approach is used in this study by taking respondents from four classes of students in the engineering faculty at a university in Papua. Respondents of this study amounted to 200 who fill online questionnaire. The responses obtained were then analyzed using SPSS 23. Findings: Based on data analysis, students had a neutral attitude and have a reasonably good level of learning experience towards the application of FC. Conclusion: Application of FC strategies has benefits to be applied, especially in learning during the pandemic COVID-19.Keywords: flipped classroom, student attitudes, learning experiences, digital learning, COVID-19. Abstrak: Sikap dan Pengalaman Belajar Mahasiswa Terhadap Penerapan Flipped Classroom di Kelas ESP Selama Pandemi COVID-19: Penelitian Survey. Tujuan: Penelitian ini adalah untuk mengetahui sikap dan pengalaman belajar mahasiswa terkait penerapan Flipped Classroom (FC) pada kelas Bahasa Inggris untuk Tujuan Khusus (ESP) di masa pandemi COVID-19. Metode: Pendekatan kuantitatif digunakan dalam penelitian ini dengan mengambil responden dari empat kelas mahasiswa di fakultas teknik pada salah satu universitas di Papua. Responden dari penelitian ini berjumlah 200 yang mengisi kuesioner secara online. Respon yang diperoleh kemudian dianalisis menggunakan SPSS 23. Temuan: Berdasarkan analisis data, mahasiswa memiliki sikap yang netral dan tingkat pengalaman belajar cukup baik terhadap penerapan FC. Kesimpulan: Penerapan penggunaan FC memiliki manfaat untuk diterapkan khususnya dalam pembelajaran selama pandemi COVID-19. Kata kunci: flipped classroom, sikap mahasiswa, pengalaman belajar, pembelajaran digital, COVID-19DOI: http://dx.doi.org/10.23960/jpp.v11.i1.20210

Flipped Classroom Strategy and Nigerian Educational System: Issues, Problems and Prospects

This paper examined the flippedclassroom strategy as a method in the teaching-learning process in the Nigerian educational system.  Issues, problems and the prospectsof flipped classroom strategy on junior secondary school students’ performance was also examined in science class specifically. The study adopted a quasi-experimental pre-test, post-test, control group design. Four null hypotheses were generated and tested at 0.05 level of significance. The sample consisted of 120 junior secondary school II Basic Science students selected through multistage random sampling technique. The instrument that was used for the study was Basic Science Achievement Test (BSAT). It is a self-designed instrument that consisted of information on bio-data of the respondents and 40 multiple-choice items. The data were analyzed using inferential statistics of t-test. The study found out that there was a significant difference between the posttest means scores of students exposed to flipped classroom strategy and conventional strategies. It was also revealed in the study that there was no significant difference between the posttest means scores of male and female students exposed to flipped classroom strategy and conventional strategies.  Based on this finding, it was recommended among other things that the Nigerian government should organize a seminar among the teachers in secondary schools in each state on the effective use of flipped classroom strategy in their various classes to enhance performance. Keywords- Flipped classroom strategy, Performance, issues, prospects, educational system DOI: 10.7176/JEP/10-20-06 Publication date:July 31st 201

Future trends and research issues of technology-enhanced language learning: A technological perspective

With recent advancements in information technologies and language learning models, rapid innovations of technology-enhanced language learning have been widely witnessed by research communities and educational institutions globally. Powerful new technologies, such as social media and networks, mobile applications, wearable computing, cloud computing, and virtual reality have been integrated into language learning to facilitate various aspects, such as interactivity, immediacy, and authenticity. In this study, we present the Future TELL Model considering learning objectives, theories, and strategies by briefly reviewing recent progresses in this area. Future trends and research issues in technology-enhanced language learning are also discussed in relation to cutting-edge technologies, such as deep neural networks, which have not yet been fully recognized by education technology communities

Flipping Learning to Develop Students' Engagement and Achievement in the Computer Applications Unit as Part of Their Studies on the Sub-ject of Instructional Design

The study aimed to measure the impact of using the flipped learning strategy on students’ engagement and achievement when creating computer applications. The study used a quasi-experimental approach to prepare the literature framework and two measurement tools, including an achievement test and an engagement scale. The study sample consisted of 42 learners. The researcher used a t-test to measure the differences between the control group (taught by a traditional method) and experimental group (taught using the flipped learning strategy). The content of the pre-class consisted of videos, PowerPoint presentations and the use of appropriate URLs, which was provided through an Easy class platform. Students worked individually and cooperatively during the class activities. The results showed that there were statistically significant differences at α≤0.05 between the means of the experimental and control groups in the post-tests on both achievement and learning engagement. This was in favor of the experimental group, which used videos, presentations and web links on the subject of achievement and learning engagement, unlike the control group that used a traditional method

Effects of Teaching a Learning Psychology Course in Different Ways on the Students’ Success and Attitudes

The aim of this study is to determine the effect of teaching a learning psychology course in different ways on students’ academic success and attitudes towards the course. The experimental research method was used in this research. The participants were students in the second year of a psychological counseling and guidance program in a state university in Turkey. The data were collected by Learning Psychology Course Achievement Test and student letters. ANOVA, Kruskal Wallis and Wilcoxon Signed Rows test were used in the analysis. Student letters were analyzed through content analysis. In first group, the lecturer taught the class interactively each week with the presentations prepared by the researchers. In the second group, no lectures were made in this group. At the beginning of the lesson each week, students were given the outputs of the presentations and the lesson was carried out with two activities each week. In the third group, the flipped learning model was applied in this group. As a result of the study, it was concluded that the standard deviation was smaller in the group in which the flipped learning model was applied compared to the other two groups

Improving Communicative Competence of Korean College Students Based On the Flipped Classroom Model: A Handbook for Teachers

Korean college students tend to focus on obtaining competitive grades in different types of exams such as TOEFL, TOEIC, and IELTS. Despite their high test-scores, many Korean students are not proficient in communicating with others in English. Given the challenges many Korean students at the college-level experience with communication in English, there is an opportunity to provide Korean EFL instructors with a new classroom model for language teaching. The purpose of this project is to provide Korean EFL teachers with model lesson plans and instructional design resources based on the flipped classroom model. The improvement of students’ English level depends in part on the efforts of teachers in classrooms. The theoretical framework of this project is based on the flipped classroom model. This model shifts traditional activities such as lecture outside the classroom. Instead, class time is used to engage students in activities and discussion to reinforce what they have learned. The teacher or instructor takes on the role of coach or facilitator (Baker, 2000). This field project is a handbook for Korean EFL teachers. It focuses on implementing the flipped classroom model in a speaking class in order to make students build communicative competence successfully. There are two sample units to show how to create lesson plans based on the flipped approach Each unit uses one movie as a main material and lists following components: 1) instructional video (QR code), 2)PPT file for instructional video, 3)Lesson plan for classroom activities and 4) PPT file for classroom activities

Effectiveness of the Flipped Classroom Model in Anatomy and Physiology Laboratory Courses at a Hispanic Serving Institution

A flipped laboratory model involves significant preparation by the students on lab material prior to entry to the laboratory. This allows laboratory time to be focused on active learning through experiments. The aim of this study was to observe changes in student performance through the transition from a traditional laboratory format, to a flipped format. The data showed that for both Anatomy and Physiology (I and II) laboratories a more normal distribution of grades was observed once labs were flipped and lecture grade averages increased. Chi square and analysis of variance tests showed grade changes to a statistically significant degree, with a p value of less than 0.05 on both analyses. Regression analyses gave decreasing numbers after the flipped labs were introduced with an r 2 value of .485 for A&P I, and .564 for A&P II. Results indicate improved scores for the lecture part of the A&P course, decreased outlying scores above 100, and all score distributions approached a more normal distribution