Flipping the Classroom for English Language Learners: A Study of Learning Performance and Perceptions

Busaya Santikarn,Saovapa Wichadee

doi:10.3991/ijet.v13i09.7792

Busaya Santikarn, Saovapa Wichadee

Open Access

https://doi.org/10.3991/ijet.v13i09.7792

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Abstract

Innovative teaching in a form of the flipped classroom was adopted in an English course as a pilot project in a private university. The purpose of this study was to assess how a modified “flipped classroom” had an impact on students’ learning performance and perceptions. The target group involved in a non-randomized experiment was 40 students from one section enrolled in an advanced English course in the summer session of the academic year 2016. They were required to watch the prerecorded lectures before class and then attend class to discuss on the topics, share knowledge, and perform tasks. The instruments consisted of 1) 5 assignments which were administered to the students, 2) a questionnaire investigating the students’ perceptions on the flipped classroom and 3) a questionnaire used to find out their perceptions on autonomy. Data were analyzed by using percentage, mean, and standard deviation. The findings revealed that after the students were taught in the flipped classroom, their English scores were satisfactory. The results showed that most students were satisfied with lecture videos and Edmodo, the learning platform. They demonstrated good perceptions on flipping the classroom. What they claimed to gain the most from this class was becoming a responsible person. In addition, students’ autonomy perceptions were higher than those before they were taught through the flipped classroom approach.

Highlights

An issue of having inactive students in class, time pressure and students’ complaints about having too much homework are some of the main challenges that almost every teacher has to deal with on a daily basis [1]
Tune et al conducted a survey to examine students’ perspectives regarding the flipped classroom model at the end of the course, and the findings revealed that the model allowed the teachers to have remarkably more class time to focus on important ideas and/or involve students in problem-solving activities while the teacher was assured that students had learned essential lessons from didactic lectures [21]
The minimum score was 17 points while the maximum score was very high (49 points). This was the first time the flipped classroom was implemented in EN014 course, the result was rather satisfactory when compared to another class that used a traditional method, which gained the average score at 29.70

Summary

Introduction

An issue of having inactive students in class, time pressure and students’ complaints about having too much homework are some of the main challenges that almost every teacher has to deal with on a daily basis [1]. To overcome these problems, flipped classroom is a perfect choice as the model encourages students’ active participation, promotes support from teacher and peers to handle homework and allows more free time in class [2]. The flipped classroom model seems to be more favorable in higher education than in K-12 education. Students will benefit from participating iniJET ‒ Vol 13, No 9, 2018

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