Effects of Managerial Facilitation Strategies on Flipped Learning for Developmental English Education

Abstract

Along with the increase of the university entrance rate and the diversification of university entrance examinations, many students who enter university are academically underprepared for higher education, and as a result, most higher education institutes in Japan offer developmental education to students who enroll in their institutions. Flipped learning, which involves a combination of pre-class developmental English education and in-class activities, was implemented as an instructional method for developmental English education in this study. This study purposed to identify the effects of managerial facilitation strategies on flipped learning for developmental English education. Findings of the study suggest that managerial facilitation provided by the instructor enhances students’ willingness to keep on studying in developmental English learning, students’ English writing proficiency, and their attitude toward flipped EFL writing. Results also suggest that managerial facilitation on flipped learning cultivates students’ learning habits and changes students into active learners.