Abstract
The current study compared the effects of two types of flipped instruction (FI) (low- and mid-tech) with two other class conditions, a blended course and a conventional teaching, on learning outcome of language learners with different levels of impulsivity in an on-campus General English (GE) course. To attain such a goal, four GE classes consisting of 100 freshmen (25 students in each class) were selected and organized into 3 experimental (mid-tech FI, low-tech FI, blended instruction) and 1 control group (conventional teaching). In low-tech flipped class, the students were provided with the vodcasts and podcasts of the instructor’s teaching. For the mid-tech flipped class, the podcasts and vodcasts were integrated into an educational website where all instructional and supplementary materials were available. The blended group accessed the educational website after the instructor’s teaching as the extension of the class activities. The control group received the GE conventional instruction (chalk and talk approach). The participants’ learning outcome was assessed by reading paper of Preliminary English Test and their level of impulsivity was measured by BIS-11. The quantitative data were analysed by a two-way analysis of variance (ANOVA) and the results revealed a statistically significant difference in reading proficiency of the four groups after the study, in favour of the mid-tech FI. Moreover, while the type of instruction had no effect on reading proficiency of students with different levels of impulsivity across groups, within group comparisons revealed that only mid-tech group members with different levels of impulsivity benefited equally from the instruction. The results of the qualitative data analysis revealed that the majority of students in both groups had positive attitudes towards the experience, although they expressed their needs for some modifications in teacher role, their own role, and the way the instructional materials are prepared and presented.
Highlights
The advancement of technological devices and their ubiquitous presence in everyone’s life in the twenty-first century has directed the attention of pedagogues and researchers to the advantages of mingling technology-based learning environments with learner-centred approaches to amplify the benefits of both
Considering the above-mentioned issues, the current study considers the impact of technology type in preparing flipped instruction (FI) pre-class content on learning gains of learners with different levels of impulsivity in a General English (GE) course in the context of higher education
Substantial evidence supports the fact that FI can improve learning outcomes, satisfaction, motivation, critical thinking skills, retention, and creativity (Akçayıra & Akçayırb, 2018), certain grave concerns related to the role of technology in preparing the content and the benefits of diverse groups of learners from FI are not yet fully addressed
Summary
The advancement of technological devices and their ubiquitous presence in everyone’s life in the twenty-first century has directed the attention of pedagogues and researchers to the advantages of mingling technology-based learning environments with learner-centred approaches to amplify the benefits of both. The role of technology in flipped instruction (FI) and the way the instructional content is developed and appropriately integrated into the cycle of teaching is one major concern of flipping the course. A few studies have investigated the integration of different types of technologies into FI (e.g., Hung, 2015, 2017; Jensen et al, 2018), it is relatively unknown if heightening the level of technology complexity in preparing and delivering the instructional content in flipped classes would affect the learning gain
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