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Flipped Instruction in English Language Teacher Education: A Design-­based Study in a Complex, Open-­ended Learning Environment

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Abstract and Figures

Reports of flipped classrooms across areas in the field of ESL are rare, and those that address the complexities of ESL teacher education, particularly the methods course in which procedural knowledge is privileged over declarative knowledge, are even rarer. This paper uses a design-­-based research (DBR) approach to explore the flip of an ESL teacher education course for mainstream teachers. This study, focusing on the five members of the design team, seeks to fill several gaps in the literature: the lack of design specifics; data on the use of flipped instruction in teacher education; the need for examination of flipped teacher education contexts. The paper, formatted in the style of DBR, provides suggestions for design steps, data sources, and principles for the design of teacher education courses.
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... According to Egbert et al. (2015), characteristics of the flipped classroom include the following: (1) a focus on learning rather than simply conforming to school norms; (2) the teacher's role as a tutor rather than a director; (3) greater student-teacher interaction centered on the content; (4) frequent opportunities for students to apply what they have learned; (5) frequent opportunities for students to receive feedback on their actions and progress; (6) the integration of technology into the learning process; and (7) the delivery of instruction at the precise moment it's needed. Teachers distribute the subject matter outside the classroom to let students collaborate and share understanding inside the classroom (Pratiwi & Waluyo, 2023). ...
... In the last findings, the teachers confirmed that flipped classroom promotes independent and active learning as it offers a student-centered model. It is consistent with the concept of the flipped classroom that engages students' participation in the classroom since they have learned outside the classroom without restriction (Anggoro & Khasanah, 2022;Egbert et al., 2015;. Although flipped classroom reinforces technology integration, the teachers prefer to teach using the paper-based method for low-proficiency students. ...
Flipped classroom with gamified technology and paper-based method for teaching vocabulary
Article
Full-text available
  • Jan 2024
While gamified technology integration in vocabulary instruction within a flipped classroom has yielded beneficial teaching outcomes, specific studies have raised concerns about potential adverse effects linked to this approach. As a result, conducting a comparative analysis between gamified technology and conventional paper-based methods within the flipped classroom framework has become essential. This analysis aims to foster the development of a targeted teaching approach that adeptly addresses the unique needs of students. This study employed a sequential explanatory research design to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers’ guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology (Quizlet, Kahoot!, Quizizz, Socrative, and Google Form), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using Paired Sample t-Test and One-way ANOVA. The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students’ learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers’ beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions.
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... (Basal, 2015, p. 29). Every student examines and reviews the content at their own pace and according to their own needs, making it personalized (Egbert, Herman, & Lee, 2015). Because of the students' high levels of participation and primary involvement in class activities, it is student-centered (Baepler, Walker, and Driessen, 2014). ...
... Instructors can plan their lessons to provide each student the utmost attention while also paying close attention to how well they are learning and comprehending the material (Ekmekci, 2017). Additionally, due to the curriculum's time restrictions, the class time might include a range of exercises, team work, and collaborative discussions that may not often fit within the class events in conventional classrooms (Egbert et al., 2015). ...
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... According to Egbert et al. (2015), characteristics of the ipped classroom include the following: (1) a focus on learning rather than simply conforming to school norms; (2) the teacher's role as a tutor rather than a director; (3) greater student-teacher interaction centered on the content; (4) frequent opportunities for students to apply what they have learned; (5) frequent opportunities for students to receive feedback on their actions and progress; (6) the integration of technology into the learning process; and (7) Pratiwi and Waluyo (2022) argued that technology might be used to offer a self-paced learning environment that supports students' mastery of learning. The ipped classroom allows teachers to incorporate supporting features like tests for learning, problem-based inquiries, and differentiation strategies to provide a more exible learning environment than typical classrooms . ...
... In the last ndings, the teachers con rmed that ipped classroom promotes independent and active learning as it offers a student-centered model. It is consistent with the concept of the ipped classroom that engages students' participation in the classroom since they have learned outside the classroom without restriction (Anggoro & Khasanah, 2022;Egbert et al., 2015;. Although ipped classroom reinforces technology integration, the teachers prefer to teach using the paper-based method for low-pro ciency students. ...
Flipped Classroom with Gamified Technology and Paper-based Method for Teaching Vocabulary
Preprint
Full-text available
  • Jun 2023
A sequential explanatory research design was used to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers’ guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology ( Quizlet, Kahoot!, Quizizz, Socrative , and Google Form ), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using Paired Sample t-Test and One-way ANOVA . The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students’ learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers’ beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions.
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... As Shimamato (2012) mentions, a traditional teacher-centered classroom system is a cause of producing passive learners who are not competent in working independently. In contrast, Egbert, Herman, and Lee (2015) state that a resource-rich student-centered learning environment can be created by implementing flipped classroom, which enhances working collaboratively with peers under the teacher's assistance by using the course materials they have already gone through. ...
... As Egbert, Herman, and Lee (2015) state, there are no set guidelines in the flipped model. Thus, the teachers are emancipated to tailor the lessons and the modes of delivery as it is more convenient, effective, and efficient. ...
STRENGTHENING IDEAL L2 SELF TO MOTIVATE L2 LEARNING
Article
Full-text available
  • Jun 2023
The key to mastering the English language is motivation. In any case, when teachers attempt to inspire their students to study English, they run into a few issues. This study offers a fascinating chance to expand our understanding of how to increase L2 learners' willingness to learn. The main goal of the current study is to investigate whether developing the ideal L2 self through a motivation program based on the Magid and Chan Motivational Programs and Dornyei's L2 Motivational Self System may increase L2 motivation. 139 Sri Lankan undergraduates participated in the voluntary motivation program. Every undergraduate who participated did so voluntarily, and they had the option to discontinue the program at any moment. Two primary sessions were included in the design of the motivating program. The first session was interaction with the role models, and the second session was used to develop an action plan and a possible self-tree. The role models were chosen among the graduates and came from various fields of work. A questionnaire survey was used to examine the motivation twice (pre-test and post-test). The pre- and post-motivational program results were analysed using the SPSS Paired Sample T Test. The results showed that the motivation program had a considerable positive impact on the ideal L2 self. The results also suggested that a motivational program can help L2 learners boost their future aspirations. For the L2 teachers, this program can be a creative and difficult endeavor. The encouraging results also ensure the possibility of inspiring L2 learners by increasing their ideal L2 self-image. These findings significantly impact the development of similar motivational programs in L2 contexts to boost L2 learners' motivation. Keywords: L2 learning, Motivation, Ideal L2 self
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... Shimamoto (2012) also claimed that a flipped classroom requires conceptual and pedagogical expertise, particularly in delivering digital content and materials. As per Egbert et al. (2015), the educator and instructor must consider students' proficiency level, experiences, needs and aspirations and then support flipped instructions. Lee (2013) suggested that flipped classrooms require a flexible environment, altered learning culture, and content with a more intentional target, and the professionals must have the requisite expertise for designing such a flipped classroom workplace. ...
Examining the Effect of Flipped Learning on Proficiency in English Writing Grammar via Inflectional Morphemes
Article
  • Apr 2024
The study aimed to understand the underlying effects of flipped learning on students’ English as Foreign Language (EFL) writing skill. For this study, proficiency of writing knacks of EFL has been examined mainly by using inflection morphemes based on experimental research work. Two sets of intact classes were chosen as participants for this research study. These classes were randomly assigned to different groups, namely control group and experimental group, with a total sample size of 126 EFL students. During the eight-week time, the control group (a non-flipped learning) and the Experimental Group (a flipped learning) were taught traditional writing instructions and flipped learning, respectively. The inflectional morphemes were used in three phases: pre-, mid, and post-test. The test named Repeated Measure Analysis of Variance (RM-ANOVA) was used to analyze data. The research findings show that the flipped learning students have outnumbered their counterparts, i.e., non-flipped learning, in terms of EFL students’ language writing proficiency development for inflectional morphemes. The research findings have proposed some general recommendations on EFL writing instructions for decision-makers, academia, and other interest groups.
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... Within this framework, Marshall and Kostka, (2020) state that the significance of intentional content creation by educators comes to the fore, as they assume a crucial role in steering the learning journey and producing pertinent resources to facilitate learning outside the traditional classroom setting. Additionally, the work of Egbert et al. (2015) provides a thorough elucidation of the components of flipped classroom content, which include the emphasis on meaningful tasks over mere busywork, the teacher's transformation into a supportive mentor rather than a mere director, heightened interactions centered around the instructional content, an overarching focus on holistic learning as opposed to conforming to traditional scholastic behavior, prompt feedback mechanisms to aid students' procedural and incremental growth, seamless incorporation of technology to amplify learning, and the provision of just-in-time instruction to cater to immediate learning needs. ...
Writing metacognitive strategy-based instruction through flipped classroom: an investigation of writing performance, anxiety, and self-efficacy
Article
Full-text available
  • Oct 2023
This study aimed at exploring the effect of implementing writing metacognitive strategies via flipped classrooms on the Iranian EFL learners' achievement, anxiety, and self-efficacy in writing. The study involved 45 intermediate learners of both genders, selected using a random convenience sampling method. The participants' English proficiency was measured by the Preliminary English Test, and they were placed in two groups: experimental group (23 learners) and control group (22 learners). In the former group, the students were exposed to 5 distinct types of metacognitive strategies over the course of 10 flipped classroom sessions, while the latter group received writing metacognitive strategy-based instruction in a traditional classroom setting. The data collection process involved administering the Second Language Writing Self-Efficacy Scale, two intermediate writing tasks, and the Second Language Writing Anxiety Scale. The collected data were analyzed using a one-way ANCOVA. The findings evidenced considerable enhancement in the writing performance of the students who underwent instruction through flipped classrooms in comparison to those in the traditional classroom refsetting. Furthermore, the results demonstrated that the utilization of writing metacognitive strategies in flipped classrooms resulted in a substantial rise in students' writing self-efficacy, while simultaneously leading to a decrease in their writing anxiety.
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FLIPPED CLASSROOM: THE BLISS FOR GEN ZERS ACADEMIC ENGLISH
Article
Full-text available
  • Aug 2020
The focus of this paper is to assist the students of Computer Applications to develop the academic English language vocabulary. To meet the contemporaneous ultimatum the researcher taught tier three academic vocabulary using flipped classroom technique to ameliorate the learners" vocabulary competence. Flipped classroom learning is a didactic technique of creating an interactive learning environment where the pedagogue guides the student to dive in to a profound understanding of the subject matter. The study contemplates the significance of ESP in the teaching academic English vocabulary. The result shows the improvement attained by the learners in learning academic vocabulary. KEYWORDS: English for Specific Purpose, Flipped classroom approach, Computer Applications, Academic vocabulary, Assessment. I. INTRODUCTION The permeating utilisation of the English language is viewed as a worldwide correspondence or globalisation. There is a steady development of globalisation; English is typically considered as the language of Science and Technology. In this present age of modernity English language is as inevitable as breathing. English language plays a conspicuous role in the countries where English is a foreign language or second language since most of the text books, journals and educational curriculum in colleges are printed in English. Education is an important factor to bring novelty in every aspect of revolution in the future and in culture. The world"s prompt progression intensifies the need of education to the individuals worldwide. English language plays a key role around the globe thus it is essential to teach and learn English language. English infiltrated in to India during the British tenet, thus English language disseminated throughout India. English is used as the official language in India. The basic insight that language can be thought of as a tool for communication rather than as sets of phonological, grammatical and lexical items to be memorised led to the notion of developing learning programs to reflect the different communicative needs of disparate groups of learners. No longer was it necessary to teach as an item because it is "there" in the language. An expected traveller to England need not accept a similar course as an air traffic controller in Singapore or a Columbian designer getting ready for graduate examination in the United States. This knowledge prompted the rise of English for Specific Purposes (ESP) as a significant subcomponent of language instruction with its own ways to deal with the curriculum plan improvement, materials structure, teaching method, testing and examination (Basturkmen, 2010). The cardinal need for teaching a foreign language or a second language to the learners is to make them learn and communicate the language effectively without any inadequacy in the skill. This study is attempted to teach tier three low frequency academic vocabulary to the first-year graduate students of B.Sc. Computer Application using flipped classroom technique within ESP contexts. The study helps the learners to learn the academic English vocabulary. The research also examines in-depth why the students find English language to be a difficult language to use. English language is indispensable in all the fields of education, but some learners find a sort of obstacle in learning and using the language. Hence, a systematic method of teaching English language is be replaced by a new technique to enhance the interest of the students. ESP is not the newest, but its"s up to date pattern of teaching English language is one of the embellishing domains in English language instruction (ELT). If or off chance English for Specific Purpose has at times moved away from trends in general ELT, however, it has consistently held its accentuation on practical outcomes. The primary pivot of ESP is consistently preparing the students to communicate viably. ESP was devised because English language was perceived as the widespread language, thus the demand of English language learning made ESP an approved teaching drift to all fields of study (Dudley-Evans and St John, 1998).
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197-1599741483 6216-6220
Article
  • Aug 2020
The focus of this paper is to assist the students of Computer Applications to develop the academic English language vocabulary. To meet the contemporaneous ultimatum the researcher taught tier three academic vocabulary using flipped classroom technique to ameliorate the learners" vocabulary competence. Flipped classroom learning is a didactic technique of creating an interactive learning environment where the pedagogue guides the student to dive in to a profound understanding of the subject matter. The study contemplates the significance of ESP in the teaching academic English vocabulary. The result shows the improvement attained by the learners in learning academic vocabulary. KEYWORDS: English for Specific Purpose, Flipped classroom approach, Computer Applications, Academic vocabulary, Assessment. I. INTRODUCTION The permeating utilisation of the English language is viewed as a worldwide correspondence or globalisation. There is a steady development of globalisation; English is typically considered as the language of Science and Technology. In this present age of modernity English language is as inevitable as breathing. English language plays a conspicuous role in the countries where English is a foreign language or second language since most of the text books, journals and educational curriculum in colleges are printed in English. Education is an important factor to bring novelty in every aspect of revolution in the future and in culture. The world"s prompt progression intensifies the need of education to the individuals worldwide. English language plays a key role around the globe thus it is essential to teach and learn English language. English infiltrated in to India during the British tenet, thus English language disseminated throughout India. English is used as the official language in India. The basic insight that language can be thought of as a tool for communication rather than as sets of phonological, grammatical and lexical items to be memorised led to the notion of developing learning programs to reflect the different communicative needs of disparate groups of learners. No longer was it necessary to teach as an item because it is "there" in the language. An expected traveller to England need not accept a similar course as an air traffic controller in Singapore or a Columbian designer getting ready for graduate examination in the United States. This knowledge prompted the rise of English for Specific Purposes (ESP) as a significant subcomponent of language instruction with its own ways to deal with the curriculum plan improvement, materials structure, teaching method, testing and examination (Basturkmen, 2010). The cardinal need for teaching a foreign language or a second language to the learners is to make them learn and communicate the language effectively without any inadequacy in the skill. This study is attempted to teach tier three low frequency academic vocabulary to the first-year graduate students of B.Sc. Computer Application using flipped classroom technique within ESP contexts. The study helps the learners to learn the academic English vocabulary. The research also examines in-depth why the students find English language to be a difficult language to use. English language is indispensable in all the fields of education, but some learners find a sort of obstacle in learning and using the language. Hence, a systematic method of teaching English language is be replaced by a new technique to enhance the interest of the students. ESP is not the newest, but its"s up to date pattern of teaching English language is one of the embellishing domains in English language instruction (ELT). If or off chance English for Specific Purpose has at times moved away from trends in general ELT, however, it has consistently held its accentuation on practical outcomes. The primary pivot of ESP is consistently preparing the students to communicate viably. ESP was devised because English language was perceived as the widespread language, thus the demand of English language learning made ESP an approved teaching drift to all fields of study (Dudley-Evans and St John, 1998).
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A fliped classroom experience to analyze language interaction in a group of students of English as a foreign language
Article
Full-text available
  • Jul 2023
This paper reports a research project carried out with eighth graders at the Pierre de Fermat School in Bogotá. The main objective was to analyze how this EFL group put into evidence language interaction through a flipped classroom experience in a blended learning environment. The type of research design was action research and the instruments used to collect data were video recordings, students’ production tasks in a virtual environment and a journal. Considering the data gathered, this research attempted to evidence how eighth graders, by participating in activities based on task-based instruction, interacted in the language classroom and beyond it within a virtual environment. The findings suggest that learners interacted in different and meaningful ways when exposing them to a blended-flipped scenario, unveiling signals and features that demonstrated students were able to sustain a conversation by using different resources with their interlocutors. Negotiation of meaning, social communication as well as learning strategies, real world contexts and materials, and collaborative work were the most remarkable patterns of interaction found in the context of this research project. The implementation of technology also played an important role which pretends to open up a path for further research on the implementation of ICTs on language teaching and learning.
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Flipped classroom approach in EFL context: Implementing self-regulated learning to improve students’ performance in use of grammar
Article
Full-text available
  • Sep 2023
The Flipped Classroom has gained popularity in various fields, including the field of English as a Foreign Language (EFL) learning, offering new possibilities for improving students' grammar skills. This study aimed to investigate the implementation of self-regulated learning (SRL) strategies within the Flipped Classroom to enhance students' performance in the use of grammar. The sample comprised 50 high school students in a Saudi Arabian school. Using the quantitative research paradigm, the study employed a pretest and posttest control group design within the domain of quasi-experimental research. The experimental group was given instruction using multiple SRL strategies while the control group was given instruction without SRL strategies in a Flipped Classroom. The results indicated a significant difference in the post-test scores between the experimental (which utilized SRL strategies) and the control group (which was taught without SRL strategies). The findings suggest that SRL strategies in Flipped Classroom positively impacted students' grammar skills. Additionally, the study categorized students into different proficiency levels and found significant differences in grammar skills based on proficiency levels. The study also aligned with the social cognitive model of SRL, which emphasizes the importance of performance control, and self-reflection phases in the learning process. The study recommends the integration of SRL strategies in Flipped Classrooms to enhance students' grammar skills and calls for further research to explore the impact of SRL strategies on other language skills in EFL contexts. Overall, the study contributes to the understanding of how SRL strategies can be used to improve language learning outcomes within the Flipped Classroom Approach.
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Design research from a technology perspective
Article
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  • Jan 2006
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A design-based research approach for creating effective online higher education courses
Conference Paper
Full-text available
  • Aug 2011
This paper discusses how a design-based research approach is being used to explore how to design and develop authentic e-learning within the higher education sector. Like action research, design-based research is accomplished at the coal face, however, it involves an ongoing iterative process to monitor the effectiveness of a specifically designed artefact " to provide immediate (and accumulating) feedback on the viability of its 'learning theory' or 'hypothetical learning trajectory' " (Kelly, 2004, p. 105). Design-based research consists of four connected phases: analysis, development of solutions, iterative cycles of testing and refining solutions and reflection and production of design principles (Reeves, 2006). This paper focuses on phase one of the research process. It identifies some of the challenges educators face when designing and delivering student-centred learning environments and provides examples to demonstrate how technology is currently being used to support student learning in authentic online environments. It proposes one possible solution for improving the quality of online learning in higher education and outlines the intended qualitative methodologies and processes for the following phases of the research project.
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Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content-Area Learning -PART TWO: Focus on Classroom Teaching and Learning Strategies
Article
Full-text available
  • Jan 2005
Today, English language learners (ELLs) represent an increasing proportion of U.S. middle and high school enrollment. As a result, mainstream content-area teachers are more likely than ever to have ELLs in their classrooms. At the same time, education policymakers and researchers are increasingly calling for improved academic literacy development and performance for all adolescents. The research on recommended practices to promote mainstream adolescents’ academic literacy development across the content areas and the research on effective content-area instruction of ELLs in middle and high schools overlap substantially, suggesting that mainstream teachers who use effective practices for adolescents’ content-area literacy development will be using many of the practices that are recommended for those trained to work with ELLs. Such practices appear to support the literacy development and content-area learning of both ELLs and other adolescents. Eight instructional practices are supported by both literatures: (1) teacher modeling, strategy instruction, and using multiple forms of assessment; (2) emphasis on reading and writing; (3) emphasis on speaking and listening/viewing; (4) emphasis on thinking; (5) creating a learner-centered classroom; (6) recognizing and analyzing content-area discourse features; (7) understanding text structures within the content areas; and (8) vocabulary development. These practices should be part of the design of pre-service and in-service teacher professional development, thus enabling mainstream content teachers to be more responsive to the needs of all of their students.
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Individual and organizational learning: exploring the psycho-social dynamics of change
Chapter
  • Mar 2013
Introduction Some problems in language teaching seem more than mere technical puzzles; they present us with conundrums that provide a window onto important aspects of learning and development. Earl Stevick often couched his problem-solving musings as riddles. Here is a sampling: Riddle #1: failure and success Why do some language students succeed, and others fail? Why do some language teachers fail and others succeed? What may the learners and teachers of foreign languages hope to succeed at, anyway? How broad, how deep, and how wide may be the measure of their failure, or their success? (Stevick 1980: 3) Riddle #2: methods In the field of language teaching, Method A is the logical contradiction of Method B: if the assumptions from which A claims to be derived are correct, then B cannot work, and vice versa. Yet one colleague is getting excellent results with A, and another is getting comparable results with B. How is this possible? (Stevick 1996: 193) In my work as a language teacher and teacher educator, I have wrestled with these riddles and I have benefited significantly from Stevick's approach to teaching and learning – indeed, from the model his life has provided of teacher as learner. Early on in my career as a teacher educator, I was confronted by the fact that the teachers in my classes expected me to guide them in selecting from the competing claims of the dominant methods and materials even though I believed these were choices they had to make for themselves (Clarke 1982). I therefore found myself in the paradoxical position of a guru who advised young teachers to be wary of gurus (Clarke 1984). The issue of ‘success’ and ‘failure’ applies to more than language teaching, of course, and permits us to ponder a broad continuum of possible responses to life's challenges. On one extreme we have the technical issues of how we get through the day – in teaching this means attention to materials, methods and techniques – while on the other extreme we have the more philosophical domain of core values and principles – questions that in language education go beyond language competence and touch on universals of power and privilege.
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Knowledge Structures: Methods for Exploring Course Content
Article
  • Jan 1983
The Knowledge structure in a course determines what strategies students need in order to learn the subject matter and what methods a teacher may use to teach it. The conceptual structures in university courses in different disciplines were analyzed to provide a baseline for understanding the characteristics and organization of course content
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