A collaborative action research on how flipped learning affects primary students’ learning English

Abstract

Innovations in technology have enabled alternative techniques for pedagogy in language learning and teaching. In the flipped classroom, the employment of easy-to-use, readily accessible technology allows for freeing class time from lecturing. It can be also used for an expanded range of learning activities during class time. This collaborative action research was conducted by a primary school teacher with her own English class of 29 pupils during a whole academic year. Unlike the traditional positivist experimental study, this research was initiated with a view to enhance students’ engagement in English classes. The teacher adopted the flipped classroom model and assigned the instructional content as tasks to be done at home. The students utilized the time in class to work through problems and engage in collaborative learning. The analysis of the data gathered from questionnaires, observations, interviews and learning logs reveals that the flipped classroom had positive effects on students’ language skill development, vocabulary learning, motivation for learning English, and self-directed learning strategies. These pathways toward effective teaching and learning suggest alternative strategies in English education for millennial students reared on rapidly evolving technologies. The paper concludes with suggestions for teachers who consider using the flipped classroom model.