Using Flipped Learning Model in Teaching English Language among Female English Majors in Majmaah University

Bothina S M Abdelshaheed

doi:10.5539/elt.v10n11p96

Abstract

This study aims at investigating the effect of using Flipped Learning Model in teaching English language among female English majors in Majmaah University on their achievement in two different English courses and identifying their feelings and satisfaction about flipping their classes. The study used a pre-post test design and included two experimental groups (n=62). A comparison of students’ scores in pre and post experimentation were carried to identify the effect of the model and size of improvement in students’ achievement. An analysis of students’ responses to an online questionnaire was conducted to reveal their feelings towards the flipped model. Results affirmed the hypotheses of the study and there was a significant higher improvement in students’ scores in post-tests. Students also favored the flipped learning model and had positive feelings towards it.

Highlights

Most teachers of TEFL from kindergartens to college level are enthusiastic and completely eager to the idea of changing their classes into an excited learning environment that provides students with more structure and independence to construct knowledge in a constructivist learning setting with the teacher as a facilitator and supervisor
This study aims at investigating the effect of using Flipped Learning Model in teaching English language among female English majors in Majmaah University on their achievement in two different English courses and identifying their feelings and satisfaction about flipping their classes
The Flipped Learning Model as a growing trend in education rests on changing the roles of both teachers and students by inviting students to attempt to pre-learn a topic prior to the in-class instruction

Summary

Introduction

Most teachers of TEFL from kindergartens to college level are enthusiastic and completely eager to the idea of changing their classes into an excited learning environment that provides students with more structure and independence to construct knowledge in a constructivist learning setting with the teacher as a facilitator and supervisor. The Flipped Learning Model as a growing trend in education rests on changing the roles of both teachers and students by inviting students to attempt to pre-learn a topic prior to the in-class instruction. According to Berrett (2012), it is “rapidly expanding to mean any approach that requires students to prepare outside of class for active participation in class” (Berrett, 2012). This requires instructors to design more learning and teaching materials and students to work on more activities and show more efforts and involvement

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Conclusion