THE DEVELOPMENT OF ENGLISH-SPEAKING SKILLS OF PRIMARY 3 STUDENTS IN COVID-19 SITUATION THROUGH FLIPPED CLASSROOM CONCEPT INTEGRATING WITH CLASSROOM ACTION RESEARCH

              The English language has become a very crucial part of everyone's life. English communicative skill especially speaking skill is an important foundation for students to interact with others. Now that in the crisis of COVID-19 situation, face-to-face teaching is not available. As the result, the lack of speaking competency can lead to ineffective communication. The purposes of this study were (1.) to develop and verify the efficiency of the Flipped Classroom lesson plan for Primary 3 students (2.) to investigate the effectiveness of the Flipped Classroom lesson plan for Primary 3 students (3.) to study the result of student’s English-speaking skill after learning by Flipped Classroom Concept and to examine students’ satisfaction on flipped classroom teaching. A mixed research method was used, collecting data through various sources, including pre-and post-tests on speaking skills, a questionnaire (“Students’ satisfaction on learning by Flipped Classroom Concept”), the teacher’s in-class observations. The data were analyzed using descriptive statistics for data analysis including frequency, percentage, mean, standard deviation, average efficiency value, index of efficiency, and relative gain scores. The results of the research were as follows. 1) For the evaluation of the use of Flipped Classroom lesson plans for Primary 3 students, each of the lesson plans was averagely scored 4.44 – 4.50. Overall, the lesson plans were averagely scored at a high level (x̄= 4.46, S.D.= 0.89), the efficiency (E1/E2) was 82.74/84.3 which was higher than the preset criteria. 2) The index of efficiency of Flipped Classroom lesson plans was 0.57692, and the students' improvement increased 57.69 percent. 3) The students’ English-speaking skills analyzed from the relative gain scores of English-speaking skill development results showed that the percentage of pretest scores was 62.9 and the percentage of posttest score was 84.3, and the percentage of growth score was 62.14 of which was interpreted as high level. The results show that not only did students’ English-speaking skills were improved significantly but also the lesson was more engaging and active after the Flipped Classroom Concept was employed in their classroom. The findings of this study may benefit educators who are interested in applying technology in teaching English-speaking skills

Flipped Classroom in the Educational System: Trend or Effective Pedagogical Model Compared to Other Methodologies?.

Flipped Classroom methodology is gaining relative importance as time goes by, in part due to the spreading and accessibility of technological resources in the educational field. Nonetheless, the effectiveness of this methodology is still being discussed. In this sense, the aim of this study is to analyse whether flipped classroom methodology is a more effective methodology than other methodologies. For this purpose, a systematic review was carried out, considering as valid studies those that had a pre-post and a control group. Based on a total of 61 studies (n = 5541 students) from 18 databases, results revealed that Flipped Classroom methodology is more effective than other methodologies in terms of learning achievement, in secondary and higher education, and it could be more beneficial than other methodologies in other constructs as motivation, self-efficacy, cooperativeness and engagement, among others. In primary education, findings revealed that Flipped Classroom could be as effective as other methodologies with regard to learning achievement, and other construct, such as self-concept and social climate. Depending on the educational stage, the effect size of differences was between 1.36 to 1.80 times larger in the case of Flipped Classroom group in comparison with control group. Based on these results, the Flipped Classroom could be more beneficial in comparison with traditional methodologies that are mainly used in higher education. However, it would not more beneficial in other educational stages where traditional approaches are not commonly used, such as in primary education.post-print649 K

THE IMPACTS OF IMPLEMENTING THE FLIPPED MODEL ON EFL HIGH SCHOOL STUDENTS’ READING COMPREHENSION

The flipped classroom is gaining more attention than ever before due to the pandemic of the COVID-19, by which online learning becomes a must in many countries and territories all over the world. The flipped model is a combination of online and face-to-face learning in which students watch instructional videos and do certain comprehension tasks at home prior to in-class lessons. To our knowledge, few studies have been conducted to explore the impact of flipped classrooms for teaching English reading skills in the high school context. The current experimental study has been conducted in a high school in the Mekong Delta with 52 students at Grade 11 in a high school in the Mekong Delta of Vietnam. Students were assigned to watch videos of instructions for 6 reading lessons in the English Grade 11 Textbook for 10 weeks. Learners’ reading comprehension performance and attitudes are compared between the control group and the experimental group. The findings reveal some interesting implications for Vietnamese teachers teaching English at high school. Article visualizations

Use of the Flipped Classroom and technological tools in the Project Management course during the COVID-19 pandemic

El objetivo de esta investigación mixta es analizar el impacto del Aula invertida y las herramientas tecnológicas en el proceso educativo sobre la planeación de Proyectos en las Artes Visuales durante la pandemia COVID-19. En el Aula invertida, los estudiantes consultaron las lecturas digitales en Google Classroom antes de las sesiones virtuales, discutieron los temas en Zoom durante las sesiones virtuales y realizaron los foros de discusión en Google Classroom después de las sesiones virtuales. Los participantes son 24 estudiantes de la Licenciatura en Artes Visuales que cursaron la asignatura Gestión de Proyectos en la Universidad Nacional Autónoma de México durante el ciclo escolar 2021. Los resultados indican que las actividades del Aula Invertida influyen positivamente la asimilación del conocimiento y motivación de los estudiantes en la unidad Planeación de Proyectos. Por último, el aula invertida junto con la tecnología favorece la creación de nuevas actividades escolares durante la pandemia COVID-19.The aim of this mixed research is to analyze the impact of the Flipped Classroom and technological tools in the educational process about the planning of Projects in the Visual Arts during the COVID-19 pandemic. In the Flipped Classroom, the students consulted the digital readings in Google Classroom before the virtual sessions, discussed the topics in Zoom during the virtual sessions, and held the discussion forums in Google Classroom after the virtual sessions. The participants are 24 students of the Degree in Visual Arts who studied the Project Management course at the National Autonomous University of Mexico during the 2021 school year. The results indicate that the activities of the Flipped Classroom positively influence the assimilation of knowledge and motivation of the students in the Project Planning unit. Finally, Flipped Classroom together with technology favors the creation of new school activities during the COVID-19 pandemic

Herramienta flipped classroom: estrategia didáctica en Ciencias Naturales de cuarto de básica

El estudio analizó los lineamientos teóricos de la herramienta flipped classroom (aula invertida) y presentó como objetivo la propuesta de una metodología para su aplicación en un caso de estudio. Se propone una investigación mixta, sustentada en la revisión teórica de los trabajos que han contribuido con el desarrollo de la metodología, la utilización de los métodos de análisis-síntesis; inducción-deducción de los que se obtienen un mapa conceptual que resume una propuesta para su aplicación y un conjunto de características que sistematizan sus ventajas y limitaciones. Posteriormente, se aplica a un grupo experimental y se compara con un grupo de control en la asignatura de Ciencia Naturales de cuarto de básica en la escuela Guillermo Arosemena coronel, Pueblo Viejo, Ecuador. Se destaca en el grupo experimental la adquisición de competencias por parte de los estudiantes, tales como: autonomía, capacidad de aprender a aprender, creatividad, desarrollo de trabajo en equipo, liderazgo; así como mejores resultados en el proceso de enseñanza – aprendizaje

A Comparative Study of Cohesive Device Usage in Paragraph Writing Among EFL Learners in Flipped, Blended, and Face-to-Face Learning Environments

The use of educational technology (Ed-Tech) and the Internet in acquiring foreign language skills has led to an increased interest in alternative teaching strategies such as flipped and blended learning. This study investigates the effects of flipped, blended, and traditional face-to-face teaching methods on the utilization of cohesive devices in paragraph writing among EFL learners. From a pool of 110 junior EFL students, 90 participants were selected. Afterwards, they were randomly divided into three groups: flipped, blended, or face-to-face. To evaluate their paragraph writing abilities, a pretest was conducted prior to the treatment. The first comparative group received instruction using the flipped teaching method, while the second group experienced a blended learning environment (combining face-to-face and online classes). The control group received traditional face-to-face instruction. Following the treatment sessions, all groups completed a posttest on paragraph writing. The findings indicated that both the flipped and blended groups demonstrated significantly better performance compared to the control group. These results provide valuable insights for EFL teachers, curriculum designers, and learners

The impact of flipped classroom on English proficiency of first-year Chinese urban and rural pre-service teachers

IntroductionIn recent years, China has made strides in adopting student-oriented teaching approaches, particularly in tertiary English education, through the integration of enhanced technology. This study aimed to investigate the impact of flipped classroom on the English proficiency of first-year pre-service teachers at a Chinese normal university. It also sought to determine whether educational background (urban or rural) interacted with the teaching approach (flipped or traditional) in affecting the language proficiency of the learners.MethodsA quasi-experimental design was utilized with two treatments: a flipped classroom approach and a traditional teacher-centered teaching approach. Both approaches were implemented in the Integrated English Course over a 12-week semester. Two randomly selected classes, consisting of 60 pre-service teachers in each class, were assigned to either the experimental or control group. Data were collected from pretest and post-test assessments and analyzed using two-way ANOVA.ResultsThe results revealed a positive impact of the flipped classroom and a significant interaction between educational background and teaching approach on English proficiency. Specifically, urban pre-service teachers achieved higher English proficiency than their rural peers when taught in the flipped classroom, but not in the traditional classroom. Furthermore, urban pre-service teachers in the flipped classroom outperformed their urban peers in the traditional classroom, while rural pre-service teachers did not show any significant difference in their performance between the two classes.DiscussionThe findings suggested that the flipped classroom approach was more effective than the traditional approach for Chinese pre-service teachers, particularly those with an urban educational background. However, it is important to ensure that rural learners receive sufficient support to benefit equally from this innovative teaching approach. Accordingly, implications and recommendations for future research are discussed

Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety

As flipped classroom has received much attention from researchers and educators, some scholars have investigated the effectiveness of this teaching mode in various English as a foreign language (EFL) settings; however, such an instruction mode has been under-investigated in the Chinese EFL context. Therefore, the current study examined a flipped course’s impact on Chinese EFL learners’ writing performance and anxiety utilizing a pretest-posttest non-equivalent group quasi-experimental design. First, it selected a sample of 50 Chinese EFL learners from two intact language school classes as the participants via the convenience sampling method. Then, it randomly assigned participants of these two intact classes to a control group (n = 24), taught based on the traditional method of writing instruction, and an experimental group (n = 26), instructed based on social media-supported flipped instruction. The study used two writing tasks and a writing anxiety inventory to gather the data from the participants. The descriptive and inferential statistics results showed that the experimental group—taught based on flipped writing instruction—significantly enhanced their writing performance. Moreover, they revealed that the flipped course substantially reduced participants’ writing anxiety. Implications of such findings have been elaborated for EFL research and practice

Metodología Flipped Classroom-G en la comprensión de textos escritos: un estudio en primer grado, Los Olivos, 2022

La investigación se centró en demostrar la mejora de la metodología Flipped Classroom-G en la comprensión de textos escritos en estudiantes de primer grado de primaria, trabajado mediante actividades y plataformas virtuales que permiten contribuir en el desarrollo de los estudiantes. El estudio tuvo un enfoque cuantitativo, diseño cuasiexperimental. Se realizó en 60 estudiantes de primer grado de primaria en Lima, la muestra fue dividida en grupo experimental (N=30) y grupo control (N=30) procedente de una institución pública de Los Olivos. El instrumento empleado fue la evaluación prueba de comprensión de textos escritos validado mediante un juicio de expertos. Los resultados de la aplicación de la metodología Flipped Classroom-G fueron positivos debido al incremento del nivel satisfactorio tanto en la variable como en las dimensiones del grupo experimental de manera significativa. Se concluyó que la metodología Flipped Classroom-G mejoró la comprensión de textos escritos mediante las actividades propuestas en la investigación