Abstract
Over the last decade, many educators have been investigating the pedagogical effectiveness of blended learning and flipped classroom models. In the conventional teaching process, instructors have been playing an essential role in the lecturing process. Conversely, students lead the learning process in the flipped classroom because they must complete tasks with extracurricular materials and classroom collaboration. Likewise, blended learning also asks students to dominate classroom learning procedures, but its communication medium is a mixture of face-to-face and online interaction. This essay evaluates blended learning and the flipped classroom model by evidence of both pros and cons. Lastly, the article concluded that the two new models provide significant reference cases in exploring better practice modes to increase the quality of second language teaching.
Highlights
There is sufficient teaching experience to suggest that traditional education usually occurs in methodological inaccuracies
We will explore how to associate motivation and Task-based language teaching (TBLT) with the two new modes to maximize the effectiveness of language teaching
The introduction opens with the necessity of replacing traditional education methods and gives general statements concerning the definition of motivation and TBLT
Summary
There is sufficient teaching experience to suggest that traditional education usually occurs in methodological inaccuracies. Many researchers investigate new education modes that can transform learning from passively receiving information to actively inquiring knowledge. While more schools promote the two new models, many teachers still lack the skills and relevant knowledge to organize such classroom modes. Task-based language teaching (TBLT) is commonly used in flipped teaching to activate students’ learning motivation. TBLT means that students draw on self-study materials to acquire knowledge by themselves [14]. This essay aims to synthesis some studies concerning blended and flipped learning and analyze the two pedagogical approaches’ relevance to learning motivation and TBLT. This essay begins with the definitions of blended and flipped learning, introducing their mini distinction. We will explore how to associate motivation and TBLT with the two new modes to maximize the effectiveness of language teaching. The conclusion summarizes the main views and points out the potential research directions
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