Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?

[EN] In this paper, the authors discuss the findings of a quasi-experimental study of the flipped learning approach in an EFL environment. The authors investigated the composition-writing proficiency of two groups of Japanese university students (n = 38). The teacher of one of these groups had had much experience teaching with the flipped learning model, whereas the other teacher had had no experience. The first aim of the study was to discover if improvements in writing proficiency could be observed within each group. The results indicated that statistically significant improvements were seen both for students studying under a teacher with experience conducting flipped classrooms, t(16) = 4.80, p < .001, d = 1.27, and a teacher without flipped classroom experience, t(20) = 7.73, p < .001, d = 1.61. The second aim of the study was to investigate whether any differences in improvement between the two groups occurred. The results suggested that students in both groups improved at similar degrees: F(1, 36) = .087, p = .77. These results suggest that regardless of a teacher’s experience with the flipped learning approach, it appears to be a successful way of teaching in EFL environments. The authors conclude that, regardless of the teacher’s experience with the model, the flipped learning approach is an ideal way to increase the amount of individual coaching possible in the classroom, bringing about more efficient learning.Leis, A.; Brown, K. (2018). Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?. The EuroCALL Review. 26(1):3-13. doi:10.4995/eurocall.2018.8597SWORD313261Anderson, J. (1986). Taking charge: Responsibility for one's own learning. Unpublished MA Thesis. The School for International Training, Brattleboro, VT.Baker, J. W. (2000). The "classroom flip": Using web course management tools to become the guide by the side. 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Retrieved fromhttps://www.researchgate.net/publication/289530659_Dynamics_of_Effort_in_Flipped_Classrooms_in_an_EFL_EnvironmentLeis, A. (2016). Flipped learning and EFL proficiency: An empirical study. Journal of the Tohoku English Language Education Society, 36. 77-90. Retrieved fromhttps://www.researchgate.net/publication/303759005_Flipped_Learning_and_EFL_Proficiency_An_Empirical_StudyLeis, A., Cooke, S., & Tohei, A. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 37-51. doi: 10.4018/978-1-5225-0783-3.ch062Lim, K. M., & Hui Zhong, S. (2006). Integration of computers into an EFL reading classroom. ReCALL, 18(2), 212-229. doi: 10.1017/s0958344006000528Little, D. (1990). Autonomy in language learning. In I. Gathercole (ed.) Autonomy in language learning, London, England: CILT, 7-15.Loewen, S., & Plonsky, L. (2016). 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DELVING INTO FLIPPING EFL CLASSROOM: A MIXED METHOD STUDY

This pre-test post-test quasi-experimental study was grounded in a mixed method embedded design to delve into the quality and efficiency of flipped classroom model in enhancing university prep students’ overall academic performance in EFL and that in its sub-skills in addition to the durability of that performance. The study has also pioneered to reveal the impact of gender on flipped classroom EFL learners’ post-test scores. Quantitative data was gathered through the administration of EFL Achievement Test to 41 EFL students enrolled at Foreign Language School, Gebze Technical University in two different classrooms randomly assigned as experimental (N= 21) and control group (N=20). The intervention lasted during the whole 2016-2017 fall term. On the other hand, qualitative data was collected through follow-up semi-controlled interviews with 9 experiment group students from different achievement groups. All the quantitative data was analyzed using Statistical Packages for Social Sciences (SPSS) 21 for Windows and ITEMAN4 while qualitative data was analyzed manually by employing content analysis procedures. The results of the study revealed flipped classroom model as a significant facilitator of EFL performance and long-term retention of this performance at universities in Turkey. More specifically, students in flipped classroom significantly outperformed those in the traditional lecture based classroom in all skill areas except for listening. Furthermore, qualitative results supported this impact of flipped classroom model on EFL performance. As a unique aspect of the study, EFL students’ performance in the flipped classroom was explored to be independent of their gender. To conclude, he present study has promised a bulk of valuable results that set flipping EFL classrooms as an efficient way of dealing with failure in EFL in Turkey

Investigating the Use of the Flipped Classroom Method in an EFL Vocabulary Course

This study investigated the efficacy of using the flipped classroom method in EFL vocabulary classes. The participants consisted of45freshmenstudents enrolled in the researcher's ENG.120 Building vocabulary course in  the English program of Al-Mezahemiah Faculty of Education; Shaqra University. The control group was taught traditionally by lecture- style learning while the experimental group was taught using the flipped classroom method. Data collection instruments included pre-post test and a questionnaire. Findings of the test indicated that the experimental group outperformed the control group in the post- test. Findings of the questionnaire indicated that students in the experimental group had positive attitudes regarding using the flipped classroom method in the EFL vocabulary class

The Benefits of Flipped Classroom Model for Efl Learners

The flipped classroom model is an instructional strategy that is currently gaining popularity among educators and instructors. It differs from the traditional teaching approach, in which teachers primarily give instructions in classrooms. Before class, students are asked to watch video that contains the materials which are going to be discussed in class. The teacher then encourages them to participate actively in class and work together with their classmates. The advantages of applying FCM in the context of EFL learners have existed since its application in every field, however only few scholars discussed it with the limited aspect. The purpose of this study is to present the benefits of FCM for EFL learners through discussing the ideas proposed by some scholars that have seen some advantages via their research. The discussion focuses on the benefits in the context of EFL learner with some elaborations concerning the importance of FCM in education field with a short elaboration of the benefits for teacher as a part of the learning process

A Framework for Task-Based Flipped Classroom in EFL Education in Vietnam

When it comes to language teaching in general education in Vietnam, there are many challenges for teachers to overcome. Such as time constraints, examination wash-back effects, students’ demotivation and students’ individualization causes of learning. Various innovative teaching methods and approaches have been applied to address these concerns, such as task-based language learning and flipped classrooms (FCs). However, each mode of teaching has its advantages and disadvantages. Due to this, it is essential to carefully examine the combination of TBLT and the flipped classroom (FC). This paper reviews the effects of the implementation of task-based language learning in the clipped classroom, discusses the integration of both teaching approaches, and suggests the applied model for English as a Foreign Language (EFL) education in Vietnam

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 Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners

The current study aimed to improve vocabulary learning by using gamification in the flipped classroom context. To this end, all of the study’s population comprised high school learners at two high schools in Roodan, a city in Hormozgan, Iran. The participants were divided into three classes, class A consisting of 40 students, class B comprising 40 students, and class C consisting of thirty learners. All learners were female. In order to ensure that the learners were homogeneous, the Preliminary English Test (PET) was applied. Class A was chosen as the experimental group (gamified flipped classroom), whereas classes B and C were chosen as the control groups. Data were collected through the vocabulary and placement tests. Results indicate that gamification in the flipped context could have a significant effect on vocabulary improvement. This study suggests certain implications for English teachers, policymakers, and material developers. As a new teaching model, it offers a new method of vocabulary teaching

The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners

The current study aimed to improve vocabulary learning by using gamification in the flipped classroom context. To this end, all of the study’s population comprised high school learners at two high schools in Roodan, a city in Hormozgan, Iran. The participants were divided into three classes, class A consisting of 40 students, class B comprising 40 students, and class C consisting of thirty learners. All learners were female. In order to ensure that the learners were homogeneous, the Preliminary English Test (PET) was applied. Class A was chosen as the experimental group (gamified flipped classroom), whereas classes B and C were chosen as the control groups. Data were collected through the vocabulary and placement tests. Results indicate that gamification in the flipped context could have a significant effect on vocabulary improvement. This study suggests certain implications for English teachers, policymakers, and material developers. As a new teaching model, it offers a new method of vocabulary teaching