Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users

FLIPPED CLASSROOM LEARNING INNOVATION AND CRITICAL THINKING ABILITY OF STUDENTS ON ARGUMENTATION WRITING SKILLS

The purpose of this study is to explain and determine the effect of the Classroom flipped model and the ability of students to think critically. This research is a type of quantitative research using an ex post facto approach with a descriptive correlation design. The research population is fifth-grade students with a total of 25 students. Sampling is done by the saturated sample technique, which uses all members of the population as a sample. Data collection uses the questionnaire and documentation method. In analyzing the data using statistical methods with the product-moment correlation formula and two predictor regression. The results of the study provide information 1) There is an influence of the flipped classroom learning model on the ability to write arguments (r count = 0.745> r table = 0.396). 2) There is an influence of critical thinking ability on the ability to write arguments (r count = 0.608> r table = 0.396). 3) There is a simultaneous influence between the Classroom flipped learning the model and the ability to think critically and the ability to write arguments (Freg = 26.4> Ftable = 3.44)

In Class Flip: Triggering Second Graders Self- Regulation

139 páginasThe current action-research explored the effects of In-class Flip on second graders selfregulation when writing narrative texts. The strategy selected to address the problem proposed a shift towards a student-centered classroom in elementary education where there is a transition from teacher-centered to student-centered environments. The study was conducted with a group of 25 female students between 8 and 9 years old at a private trilingual institution in Bogota. No previous studies have been conducted in the area of In-class flip to foster self-regulation in elementary students, for this reason this study presents relevant findings in the field. Data were collected through different instruments such as teacher’s journals, focus group, writing artifacts, satisfaction survey and a self-regulation questionnaire; these were analyzed using the Grounded Theory method. Results evidenced that In-class flip triggered self-regulatory behaviors and enhanced participants’ writing process. The study concluded that providing a student-centered atmosphere improves self-regulation but requires a change in teachers’ mindset, careful planning and thoughtful consideration of students’ needs and interests

Developing Metacognitive Model on In-Service Teacher’s Academic Writing Through Virtual Flipped Classroom

The current study has two objectives. The first is to describe the process of developing a metacognitive model on in-service teachers’ academic writing through virtual flipped classrooms and then secondly, to investigate the teachers’ research writing interests using a metacognitive model on in-service teachers’ academic writing through virtual flipped classrooms. This research was conducted in the Demak regency. The researchers also used the Research and Development method. Validation results exemplify that the application of a metacognitive model to academic writing in the in-service teachers through virtual flipped classroom specifically used appropriate teaching materials to be used in classroom teaching, the attention is given to the outcomes of the validation, such as; the concept of conformance indicators, material performance indicators, demonstration indicators, and capability indicators. This proves that the metacognitive model on in-service teachers’ academic writing through virtual flipped classroom applications runs smoothly and according to what is expected. In addition, it has positive interests from the teachers which could give good impact in their writing research article

Effects of Edmodo-Assisted Process Writing with the Problematized Scaffolding on the Quality of Students' Writing

This research explored the effects of Edmodo-assisted process writing with the problematized scaffolding on the quality of students' writing. Quasi-Experimental research with one-group pre-posttest was utilized as the research design. The subjects of this research were the second-semester students of the English Department at the Islamic University of Darul ‘Ulum, Lamongan. There were 13 students in the class, and all of them took part in this research. In every seven meetings, they were receiving writing instruction using traditional and Edmodo-assisted process writing with problematized scaffolding respectively. To collect the data, pre-and-posttest were conducted to both class conditions. An interview was also done in the experimental class to capture the students' perception after the implementation of Edmodo. Dependent and independent t-tests were utilized to analyze the data collected. The interview was analyzed qualitatively to support the findings. Results of the analysis indicate that the use of Edmodo-assisted process writing with problematized scaffolding significantly improves the students' writing skills and that the students' score improvement is significantly higher than in the traditional class. Therefore, the USAge of this media is highly recommended

Promoting Flipped Classroom Model in Teaching Writing of Efl Learners

Teaching writing requires interactive and motivating activities in EFL classroom. Usually, EFL learners lost their interest and get discouraged in writing class so they tend to avoid writing activities and exercises. The reasons are they get difficulties in exploring their ideas in written form and they cannot consult and meet the teacher individually during class time because of limited time for teaching. Thus, EFL learners need motivation in triggering themselves to write. Teachers have very significant contribution to improve quality of learning and support the learners to maintain their motivation by applying interactive teaching model. Therefore, flipped classroom is alternative model that could be utilized in managing inside or outside classroom activities. It is a digital technology used to shift direct instruction outside of the group learning to individual learning, usually via videos. This article aims to share the practice and challenges of applying flipped classroom model in teaching writing.Keywords: Flipped Classroom, Teaching Writin

Blended Learning\u27s Impact on Student Performance and Engagement in a Middle School Language Arts Classroom

The purpose of this action research project was to determine if blended learning instructional practices enhance students\u27 understanding of the content being studied and increase student engagement in a 7th grade English language arts classroom. The research questions being studied as a result of these purposes include: Is there a positive correlation between using blended learning techniques with middle school students and students\u27 proficiency of the Iowa Core standards? Does using blended learning methods correlate to increased student engagement? Participants of the study were three sections of 7th grade language arts students from the teacher researcher\u27s school district of rural Iowa. The population of students was diverse in academic need consisting of many students of Individualized Education Plans and 504 plans, as well as English learners. After completing a unit that used traditional teaching methods, students were summatively assessed and then began a second unit in which the teacher researcher employed the rotation model of blended learning. Quantitative data on the impact of blended learning was collected through student interest surveys. The summative assessment scores from the unit that did not use blended learning were compared to the unit that did to check for student growth

The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University

Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level

The Effects of the Flipped Classroom Model on Students\u27 Learning in a College English Class in Shanghai, China

For many decades, college English teaching in China has been teacher-centered, mainly focusing on the enhancement of students’ four basic English language skills of listening, speaking, reading and writing, with little attention paid to the cultivation of students’ higher order thinking skills (Tang, 2016; Wang, Xu, & Zhou, 2016). The teacher-centered teaching approach has led to the problem that after having learned English for many years, students cannot speak English fluently (Dai, 2001). There has been a call for promoting the student-centered teaching model in China (NACFLT, 2000). One relatively new approach to support student-centered active learning is flipped instruction (Egbert et al., 2015). In a flipped classroom, the transmission of information in a traditional face-to-face class is moved out of class time, and the class time is devoted to engaging students in active learning to foster deeper understanding of course content and problem-solving skills. The purpose of this multiple case study was to explore the effects of the flipped classroom model on the learning of Chinese undergraduate students in a college English class. Using a purposeful sampling strategy, I selected a flipped English class in a private college in Shanghai, China, which can be regarded as a pioneer in promoting the flipped classroom model in China. I identified six second-year college students to be my respondents. During the six weeks of study in the fall semester of 2019, I collected data from multiple sources including one individual semi-structured open-ended interview with the instructor and each of the student participants, classroom observation, and documentation such as the teacher’s teaching plans, students’ journal entries, course projects, word maps and worksheets (both online or written ones). With a holistic analysis of the data collected, I explored students’ perceptions of the learning experiences in the flipped college English class, which lent an insight into the effects of the flipped classroom model on students’ learning. This study found that the teacher partly flipped her English class. Most of the learning of vocabulary and grammar was moved out of class. The learning of the articles in the textbook was partly flipped, with the initial understanding of the article done before class and the in-depth text analysis carried out in class. In class time, the teacher created an active learning environment with a variety of activities, encouraging students to think and speak English. The flipped learning tasks prepared students for the active learning in class, and the post-class learning tasks engaged students in further learning and thinking. All the six students regarded the teaching model as “original” and “helpful”. They perceived improved learning in the active learning environment in class. In addition, they perceived enhanced autonomy in learning, improvement in their English listening and speaking proficiency, and opportunities for cultivating higher order thinking skills. However, they were also faced with challenges in learning which they attributed to their low proficiency level of English listening and speaking. There was one outlier who preferred the traditional way of teaching and learning English, though he acknowledged the value of the teaching model adopted in this partly flipped English class