TRENDS AND OUTCOMES IN FLIPPED LEARNING-BASED INSTRUCTION IN TEACHING READING: SYSTEMATIC LITERATURE REVIEW

Despite the flipped learning growing popularity, empirical research to increase students' reading abilities is still lacking. The majority of research concentrates on students' impressions of the English language rather than particular language abilities. If there is, speaking, listening, and writing is dominant. This systematic literature review summarizes study findings on trends and outcomes of flipped learning-based instruction in teaching reading. The identification, screening, feasibility, and inclusion phase found thirty-one articles between 2015 and 2022 from the Scopus database with a premium Scopus account to access all sources without limits. The results showed that the research trend of flipped learning in teaching reading was less attractive to researchers than other English skills. It can be seen from the lack of publications from year to year and even tends to decline until May 2022. Further research on flipped learning in teaching reading can enrich the literature on knowledge. In addition, Flipped Learning has positive outcomes in influencing students' performance, especially if combined with other methods. For future research, several different research scopes can be considered, such as creating models or designs to apply flipped learning to students' reading performance and comprehension

Investigating The Implementation Of Flipped- Differentiated Learning In The Context Of Efl Learners

This study examines the implementation of flipped-differentiated learning in the context of English as a Foreign Language (EFL) learners. Flipped learning is an instructional approach that reverses the traditional classroom model, where students engage with content outside of class and participate in interactive activities during class time. Differentiated learning, on the other hand, focuses on tailoring instruction to meet individual students' needs and learning styles. This integration of flipped and differentiated learning has the potential to enhance EFL instruction by providing personalized learning experiences and promoting active engagement among students. The objective of this research is to investigate how the two English teachers of a certain Senior High School In Samarinda conduct the integration, the opportunities, and the challenges they discover during the implementation of flipped-differentiated learning in EFL classrooms. The study employs a qualitative case study and the data is collected through open-ended questionnaire and depth interview, analyzed thematically to gain insights into teacher's experiences of this instructional approach. The findings of this study shows the process, the opportunities, and challenges of implementing this integration and hope to inform future research on integration that promote active learning and personalized instruction in language classrooms with the complete data and extent context

The Use of Blended Learning to Support Vocabulary Learning and Knowledge Retention in Thai Tertiary EFL Classrooms

The aim of the study was to investigate the feasibility of a blended learning approach to enhance students’ vocabulary knowledge and vocabulary knowledge retention in English as a foreign language (EFL) classrooms at the tertiary level in Thailand. This was to address challenges in relation to practice and use of English language, rote learning and memorisation, limited one-to-one interaction with peers and teacher, lack of learner-centredness, and low rate of knowledge retention. This study was conducted as a quasi-experimental design, employing the sample from four intact classes with a total of 146 students who registered in an English course at a university in Bangkok, Thailand. The sample was divided into experimental and control groups. The experimental group was exposed to the flipped classroom model, while the control group was taught in the traditional setting. Research tools consisted of an English language proficiency test, vocabulary pre-test, post-test, and delayed test, questionnaire, interviews and observations. The quantitative findings revealed a negative overall impact of the blended learning instruction on the experimental group, and on some particular classes and different academic majors. Gender differences and correlations occurred between language proficiency, vocabulary knowledge and knowledge retention. Qualitative results indicated that students and teachers had positive perceptions and attitudes towards feasibility of the approach. Although the blended learning method is perceived in a positive and feasible way, it may only be applicable for some particular groups or types of learners. Hence, different aspects regarding nature of learners and language learning should be taken into consideration, these include: language abilities, background knowledge, gender, academic majors, learners’ characteristics and capabilities, content and assessment, and selective types of technology

Current Studies on the Use of Edmodo in EFL Learning: A Review

The growing interest to integrate Edmodo into EFL classroom since its inception about a decade ago has significantly increased studies exploring it as the research area. However, reviews of these studies are still rare. Thus this paper aimed to review 24 current studies focusing on the integration of Edmodo into EFL learning and teaching to draw a general picture of the research designs employed, insights and ideas concerning the adoption of Edmodo in EFL environments, and who were the participants of these studies. The review was conducted using the constant comparative method. The review results showed that (1) the majority of the studies employed designs related to descriptive qualitative methods; (2) research focuses consisted of effects of Edmodo on EFL learning outcomes, impacts of Edmodo towards students’ learning attitude and motivation, perceptions of Edmodo use, and evaluation on Edmodo implementation in EFL learning; and (3) the participants of the study were mainly university students

Effectiveness of Using a Flipped Classroom in Improving English Grammar Proficiency

This mixed methods research had forty (40) Grade 9 learners of Iloilo Scholastic Academy as participants. The quantitative part of the study employed the one-grouped pretest-posttest design. All the participants have written an entry for their journal with a few guide questions. This is supplemented by the researcher’s observation notes. The English grammar proficiency level of the participants before the intervention was developing (S=8.62, M= 79.02) and their English grammar proficiency level after the intervention was proficient (S=5.54, M=87.27). Moreover, the difference in the pretest and posttest was significant ( Z = -5.476, p = 0.000 ). This result implies that using the Flipped Classroom in improving the English grammar proficiency of the Grade 9 learners was effective. For the perception of the Grade 9 learners toward the Flipped Classroom, the following themes emerged: (1) The Flipped Classroom makes it easy to learn English grammar; (2) The Flipped Classroom taps the interest of the learners in multimedia technology; (3) The Flipped Classroom promotes independent learning; and (4) The Flipped Classroom provides opportunities for collaboration

A Systemic Review (2014–2023) on the Mobile-Assisted Blended Learning for English as a Foreign Language Education with a Focus on Empirical Studies

Over the past two decades, due to the rapid development of information and communication technologies (ICT), mobile learning (M-learning) and blended learning (BL) have emerged as new trends in sustaining English as a foreign language (EFL) education. The tumultuous COVID-19 pandemic has disrupted traditional teaching and learning, but it has also accelerated the integration of technology in EFL education. Mobile-assisted blended learning (MABL) combines mobile-assisted language learning (MALL) and BL into a single framework that effectively addresses their individual limitations when used in isolation. However, reviews of MABL, particularly in the context of EFL education, are scarce. Sourced from two major databases, namely Web of Science and Scopus, and two supplementary databases (Education Resources Information Center and Mendeley), 25 studies were extracted out of 205 in the latest decade, using specific exclusion and inclusion criteria. This review aims to shed light on the trend of utilizing advanced and effective pedagogy and teaching tools to benefit stakeholders in the sustainable development of English as a foreign language

The Implementation of Flipped Classroom Teaching Mode in Basic English Teaching for Tibetan College Students

For Tibetan college students to learn English, code-switching hinders them because Tibetan, Chinese, as well as English, form a trilingual environment for language learning. To improve such situation, this article studies the implementation of flipped classroom mode which can innovate the traditional teaching mode by fully highlighting the students’ subjectivity as well as stimulating the students’ initiative and enthusiasm

EFFECTIVENESS OF SMARTPHONE ON EFL READING: LEARNERS’ PERCEPTION IN ASIAN COUNTRIES

COVID-19, the deadly and infectious virus, is a devastating blow for the world. Every single person in the world today has been impaired by Coronavirus in a variety of ways. The educational system across the globe has thundered this new phenomenon. Many institutions have moved their programs from offline to online mode. This pandemic left no other option for the academy but to adopt a new method of pedagogy. Smartphones would be a better way to promote online education. Smartphone users have been rising excessively in Asia in recent years. The purpose of this study is to explore and describe the learners' perception in Asian countries concerning the effectiveness of smartphone on EFL reading. This research is a systematic analysis of a qualitative nature. Altogether, 39 studies were selected on the learning perception of the smartphone for EFL reading. The studies included the following countries: Bangladesh, Indonesia, Iran, the Kingdom of Saudi Arabia, Malaysia, Nepal, Sri Lanka, Taiwan, and Thailand. These nine countries have been chosen from countries in Asia whose official language is different from English. The findings indicate that the reading habit of Asian EFL learners is less and is slowly decreasing, as conventional classrooms may not fulfill learners' needs at times, as printed books are not fun. Using a smartphone for an EFL-reading can be a better choice because the smartphone is accessible and affordable. Leaners spend a significant amount of time on smartphones, especially on social networking sites. Learners use smartphone apps to read vocabulary. The learners stress that smartphones help you find out what to learn and, most importantly, how to learn. Learners accept that using smartphones to learn English enhances their critical thinking, innovative thinking, questionability, problem-solving, communication, and teamwork to some degree. Specifically, the use of smartphone guides them to a lifelong learner who is self-reliant. The common problem with smartphones is interrupted Wi-Fi connectivity. Using a smartphone can contribute to several health issues. The learners' critical issue is the irritation of the eyes caused by the brightness of the screen. Some apps have a few pedagogical elements for reading. Nevertheless, learners agree that a smartphone cannot substitute a good teacher. They need guidance from teachers to decide what to learn and how to learn. Overall, reading smartphones in English has a positive effect in Asia. Article visualizations