Classroom Approach Research Articles

Optimizing Arabic Language Learning at MAN 1 Ponorogo Through the Flipped Classroom Approach

The aim of this study is to find out how using a flipped classroom approach can help students at MAN 1 Ponorogo learn Arabic better. The study uses a qualitative approach to case studies. Data is collected through in-depth interviews with teachers and students, observations in the classroom, and analysis of related documents. Thematic analysis is used to find the main patterns and themes. Study results show that a flipped classroom approach can improve student interaction and participation in Arabic learning. Students are more active in class discussion and are better prepared to take lessons after studying the material independently at home. The teacher also said that students were more confident and motivated to use Arabic. The study found that the flipped classroom approach could be used effectively to teach Arabic at MAN 1 Ponorogo. This method not only improves students' understanding and skills, but also increases their desire to participate actively in learning.

NAVIGATING ENGLISH LANGUAGE TEACHING THROUGH LEXICAL APPROACH: HOLISTIC PERSPECTIVE

The field of English language teaching (ELT) has witnessed a paradigm shift in recent years with the emergence and growing prominence of the Lexical Approach. This article synthesizes into the principles, methodologies, and implications of adopting the Lexical Approach in English language classrooms. Focused on the significance of teaching vocabulary and collocations in context, the paper explores the theoretical underpinnings of the Lexical Approach and its practical applications in enhancing language proficiency. Additionally, the article addresses the challenges and opportunities faced by educators when implementing this approach, considering factors such as teacher’s role, teacher’s role, design activities, and noticing techniques. So, the necessity of implementation of noticing in the process of acquiring new language plays in ELT crucial role. It is an extremely valuable technique of teaching as it motivates learners, encourages learners interaction, provides opportunities for self-learning. By navigating the intricacies of the Lexical Approach, this article aims to provide educators with valuable insights and practical guidance for optimizing ELT within a holistic perspective.

Instructional Strategies and the Application of Competency-based and Standards-based Approaches in EFL Classrooms in Morocco

This article is a reflection on the teaching practices of English as a foreign language classroom at the secondary school in Morocco. Our observation is that the practices of the majority of teachers do not adhere to the principles of the competency and Standards based approaches that are recommended by the ministerial pedagogical guidelines. These principles are based on the heritage of socio-constructivism and cognitivism. In this perspective, this contribution, which is part of the general context of research in foreign language didactics and that of socio-constructivism and competency-based training in particular, and which attaches great importance to the "field", proposes to observe the practices of teachers of English as a foreign language in the qualifying secondary cycle and to report on the extent to which the new pedagogical orientations are present in classrooms at the present time, The aim is to assess the distance that remains to be covered in order to put into practice a teaching and learning that is truly in line with the spirit of the competency-based approach and standards based approach and, therefore, with the new theories of learning sciences.

Teachers’ Implementation of Communicative Language Teaching Approach in Primary School English Language Classrooms in Tanzania

This study presents findings on how teachers implement the Communicative Language Teaching (CLT) approach which is recommended in the English subject syllabus for primary education in Tanzania. It employed a qualitative approach and phenomenology design to explore the teachers’ experiences in using the CLT approach. Five public schools were selected based on comparably good performance in Primary School Leaving Examinations (PSLE) reviewed for four consecutive years (NECTA, 2013-2016). Data were collected through interviews with subject teachers, head teachers, ward educational officers (WEOs), district education quality assurers (DEQAs), and classroom observations. The study reveals that although teachers could explain the CLT techniques stipulated in the subject syllabus, when observed in classrooms most of the teachers were unable to use the CLT techniques. Some teachers were willing to use the CLT techniques, but large class sizes, teachers’ insufficient language proficiency, and inadequate teaching and learning resources hindered them from effectively implementing the CLT approach. It concludes that the CLT approach was adopted for implementation before sufficient training was provided to teachers who have to implement it. The government should dedicate to annually allocate adequate financial resources for the needed improved teaching and learning environment of the English subject in primary schools in Tanzania.

Discovering Hyperactive Actions of Students in Classroom and Teachers' Approaches to Them

In this study, the hyperactive behaviors of primary school students were investigated and teachers' approaches to them in the classroom. This is a qualitative study. Observation was done through lists distributed to teachers. In total, the participants are N = 17 teachers who observed hyperactive students during 10 days of their work in the classroom with a total of 50 teaching hours. Altogether, the behaviors of N = 88 hyperactive students have been observed by their teachers. The interview data were collected through the protocol of conducted with teachers. A total of N = 5 teachers participated in the interview. The results of the observation show that one of the most frequent behaviors of hyperactive students is their frequent movements. Also, results of observation show that hyperactive behaviors are more pronounced in boys than in girls p = 0.014. The results of the interview show that the most frequent behaviors of hyperactive students are movements, jumping, running, fast performance of tasks that result in mistakes, lack of attention in listening to the rules. Also, the findings of the interview show that teachers support these students based on their knowledge and experience.

ОБУЧЕНИЕ КИТАЙСКИХ СТУДЕНТОВ В ЯЗЫКОВОЙ И НЕЯЗЫКОВОЙ СРЕДЕ: ПЕДАГОГИЧЕСКИЕ ОСОБЕННОСТИ

The object of the study of this work is the peculiarities of teaching students from China in various conditions. The chosen topic of the article is explained by the relevance of the problem under study, its insufficient theoretical and practical elaboration. The novelty of the work lies in the study of the peculiarities of teaching Chinese students at the initial stage both in a language environment (using the example of VSTU) and in conditions outside the language environment (using the example of the Shenzhen MSU-BIT University). The article describes a pedagogical experiment that determines the feasibility of teaching Chinese students not in mononational, but in international groups. The results of comparing learning systems in the Chinese classroom and different approaches to the organization and content of the educational process are presented in the table, the content of which may be useful for practical teachers working with Chinese students in both countries.

Enhancing self-regulated learning and critical thinking in STEM through flipped classroom models

One of the causes of low proficiency among high school students in mathematical critical thinking is their lack of willingness to learn independently. This study investigated the mathematical critical thinking skills and self-regulated learning of high school students through the Flipped Classroom STEM approach. The research employed a sequential explanatory design, beginning with quasi-experimental pre-tests and post-tests for quantitative assessment of the learning process, followed by qualitative methods such as questionnaires, interviews, and observations for deeper analysis. Data analysis utilized quantitative techniques, including normality and homogeneity tests and hypothesis testing in SPSS, alongside qualitative methods for data reduction, data presentation, and conclusion. The findings revealed that flipped classroom learning significantly improved students' abilities in critical mathematical thinking, particularly highlighting the importance of self-regulated learning. There was a notable difference in post-test scores compared to those from traditional learning methods. Moreover, the study found that students with higher self-regulated learning skills were more effective in critical thinking, underscoring the effectiveness of the flipped classroom approach in fostering independent learning and enhancing essential thinking abilities in mathematics education.

Preparing technical university students for self-study of a foreign language

Problem. The development of student autonomy in learning a foreign language (FL) is an important aspect of the theory and practice of foreign language teaching, since the study of FL does not complete in the classroom, but should continue throughout life, and the task of the teacher in the process of formal education is to help students develop useful and lasting language habits for effective independent work. Goal. Identifying and substantiating the main pedagogical components, the implementation of which ensures successful FL autonomous learning by students of a technical university. Methodology. Based on the analysis of literature and our own experience, the following components of the successful development of student autonomy in learning FL were identified, such as the presence of positive motivation; the role of the teacher in developing autonomous learning skills; availability and accessibility of resources that enable autonomous learning; mastering self-education strategies; skills in modern information and computer technologies; using the flipped classroom approach. Results. The essence and importance of each of the components that ensure successful FL autonomous learning by technical university students are revealed, namely: the main intrinsic motive that determines the quality of learning is cognitive interest; teachers are expected not only initiate autonomy, but also teach students to be autonomous, help them choose the most effective self-learning strategies, draw up a long-term plan for self-education, teach self-assessment and reflection; learning resources should have high educational potential; it is necessary to widely use the advantages of multimedia Internet resources, including mobile ones, which provide opportunities for the development of necessary language skills, as well as the individualization of learning taking into account the interests and abilities of language learners; students should be familiarized with the widest possible range of strategies so that they can choose those that suit their psychotype, correspond not only to their goals and objectives, but also to their time and physiological capabilities; the use of the flipped classroom approach allows students to master the material at their own pace, thanks to video lectures that are always available on the Internet. Originality. The main components of the educational process are identified and characterized, which make it possible to purposefully prepare students for FL self-study. Practical value. Conclusions and practical recommendations of the article will help teachers of a foreign language to structure their activities in preparing students for independent mastery of a FL, focusing on the components highlighted in the article.

Assessment of the Implementation of Flipped Classroom Setup in DIFEQUATIONS at Holy Angel University – School of Engineering and Architecture

Flipped classroom is an interactive teaching approach which provides active learning. In the first semester of school year 2023-2024, flipped classroom was implemented in DIFEQUATIONS under the School of Engineering and Architecture of Holy Angel University. Basic knowledge about each topic were provided by the instructors to the students before the in-campus sessions with the aid of asynchronous discussions such as pre-recorded videos and module resources and online assignments through the university’s learning management system. Students were equipped with fundamental principles and knowledge which were utilized during their in-campus sessions where active and interactive learning took place, acquiring them with mathematical skills and competencies. This study was conducted to know the perception of the second year engineering students who were enrolled in DIFEQUATIONS when flipped classroom was carried out. Ten statements regarding the evaluation of the General Engineering program, which was the implementation of flipped classroom in DIFEQUATIONS, were rated by the students and indicated strongly agree response with an average rating of 4.34. Students responded agree with the flipped classroom approach, getting an average rating of 4.10, which were the evaluations from thirty statements regarding flipped classroom. Suggestions and comments were solicited from the students to recognize the challenges, know the feedback and identify ways to improve the implementation of flipped classroom. Flipped classroom was a good way of understanding, studying and learning, where students were able to grasp each lesson in a more accessible and engaging process.

Flipped classroom strategy in promoting critical thinking in social science

The research study aimed to assess the effectiveness of a flipped classroom strategy in enhancing the critical thinking skills of grade 12 humanities and social sciences students. Two approaches, pre-class and in-class activities were implemented with 80 students from Recto Memorial National High School. Overall, students had a positive perception of the flipped classroom strategy, and their performance in critical thinking tests was generally good. However, there were areas for improvement, particularly in inference and evaluation skills. The study found no significant difference in recognition and inferencing skills between the pre-class and in-class activities, but there was a significant difference in interpretation and evaluation skills. Recommendations were made for curriculum developers, supervisors, and administrators to enhance teaching methods through training and workshops, focusing on improving students' inference and evaluation skills. The adoption of the flipped classroom approach was encouraged, especially in social sciences, to make class discussions more engaging. Further research with a larger sample size or exploring different critical thinking subskills was suggested to provide more insight into the effectiveness of the flipped classroom approach.

Examining the Effects of L2 Self-Guides on Chinese University EFL Learners’ Attitudes Towards Classroom Language Choice

Second language (L2) learning motivation has been widely acknowledged as a crucial factor in the success of instructed L2 acquisition. However, the effects of L2 motivation on English as a foreign language (EFL) learners’ classroom language choice (CLC) are relatively under-explored based on a systematic theoretical framework. Recently, a growing trend towards bi/multilingualism has aroused controversy over the current English-only policy in Chinese EFL higher education. To inform a more motivating classroom language decision, this study, grounded on the framework of the L2 motivational self system (Dörnyei, 2009), aims to investigate learners’ attitudes towards the English-only approach and first language (L1) use in the EFL classroom and examine the effects of L2 self-guides on learners’ CLC attitudes. Following a mixed methods approach, an adapted questionnaire was distributed to 252 Chinese first-year undergraduate EFL learners. Follow-up semi-structured interviews were conducted among twenty respondents to seek further explanations for their responses. The descriptive, Pearson correlation, and multiple regression analyses were performed to examine the relationship between L2 self-guides and attitudes towards CLC. Through thematic coding, qualitative data were analysed to supplement quantitative results and explore the explanatory power of L2 self-guides on learners’ CLC attitudes. The findings reveal students’ general preference for the appropriate use of L1 and suggest that ideal L2 self and ought-to L2 self were correlated with and could positively predict learners’ attitudes towards English immersion as well as L1 use respectively. The different motivational characteristics of ideal and ought-to L2 selves identified in this study may inform education practitioners of a translanguaging pedagogical practice and call for a language policy-making and curriculum-planning process taking students’ motivational states along with CLC attitudes into thorough consideration.

Environmentalism in the English classroom: An autoethnographic analysis of a cinema-based didactic proposal

Environmental degradation is a global concern with cross-curricular significance. However, it is often absent from English classrooms due to educators' limited pedagogical expertise in this domain. This article endeavours to promote the integration of environmental themes into English language instruction by presenting and analysing an instructional didactic proposal centred on the film Avatar (2009). As such, the article explores the principles of eco-education and the possible advantages of employing cinema as an educational tool. The authors implemented a film-based eco-education teaching unit in two high school classes and assessed its impact through an autoethnographic method. The results revealed that, while the English students encountered challenges with the approach, the proposed teaching unit positively influenced their environmental awareness and proactivity. It also cultivated an engaging learning environment, thereby enhancing various aspects of their linguistic competence. Consequently, this paper serves as a model for the implementation of environmental approaches in English classrooms, an area that has seen limited exploration by researchers, and which both teachers and scholars have requested. In broader terms, given the nature of the participants’ difficulties when working on the proposal, the findings reveal that there is a need to update teaching methods in English formal instruction and to provide further guidance on the didactic exploitation of films.

The impact of flipped classroom on English proficiency of first-year Chinese urban and rural pre-service teachers.

In recent years, China has made strides in adopting student-oriented teaching approaches, particularly in tertiary English education, through the integration of enhanced technology. This study aimed to investigate the impact of flipped classroom on the English proficiency of first-year pre-service teachers at a Chinese normal university. It also sought to determine whether educational background (urban or rural) interacted with the teaching approach (flipped or traditional) in affecting the language proficiency of the learners. A quasi-experimental design was utilized with two treatments: a flipped classroom approach and a traditional teacher-centered teaching approach. Both approaches were implemented in the Integrated English Course over a 12-week semester. Two randomly selected classes, consisting of 60 pre-service teachers in each class, were assigned to either the experimental or control group. Data were collected from pretest and post-test assessments and analyzed using two-way ANOVA. The results revealed a positive impact of the flipped classroom and a significant interaction between educational background and teaching approach on English proficiency. Specifically, urban pre-service teachers achieved higher English proficiency than their rural peers when taught in the flipped classroom, but not in the traditional classroom. Furthermore, urban pre-service teachers in the flipped classroom outperformed their urban peers in the traditional classroom, while rural pre-service teachers did not show any significant difference in their performance between the two classes. The findings suggested that the flipped classroom approach was more effective than the traditional approach for Chinese pre-service teachers, particularly those with an urban educational background. However, it is important to ensure that rural learners receive sufficient support to benefit equally from this innovative teaching approach. Accordingly, implications and recommendations for future research are discussed.

Flipped classroom approach for trauma education: Attitudes of participants towards pre-course assignments before the advanced trauma life supports (ATLS) instructor course

A flipped classroom approach in principle, denotes pre-course engagement for an upcoming educational course. Although never used in trauma education, other educational literature is resplendent with the beneficial effects of pre-course engagement on the learning outcomes of the course itself. In this article we share the attitudes and perspectives of prospective Advanced Trauma Life Supports Instructors towards pre-course assignments to see whether this works in the field of trauma education.After an online pre-course session, we administered a validated questionnaire to 100 participants. The questionnaire had 4 categories - the first dealing with participants’ characteristics and the rest with their attitude and perspectives towards the pre-course sessions. The last category included three open ended questions for qualitative analysis to explain the attitudes of the participants.The participants showed a significantly positive attitude (p<0.029) towards this flipped classroom approach. The reasons cited were “effective sensitization”, “adequate feedback”, “peer learning” “user friendly platform” “enjoyable” and “relevance”. A significantly higher level of agreement with the questionnaire statements was seen amongst the private sector doctors as compared to those working in public sector medical colleges (p = 0.004). Same was observed amongst clinical specialists as compared to pre or para clinical specialists (p = 0.001). The Questionnaire had a Cronbach’s alpha of 0.86.The study concludes that a flipped classroom approach can work well in trauma education. A tailored approach, depending upon participant characteristics, may be needed to enhance the relevance of a flipped classroom approach.

Innovative Strategies for Promoting Reading Skills through Flipped Classroom in College English Instruction

This article takes the flipped classroom in college English instruction as the research object and explores innovative strategies for enhancing reading skills through the flipped classroom approach. The article provides a detailed analysis of the definition and core ideas of the flipped classroom, the practical models of the flipped classroom in college English instruction, and a comparison between the flipped classroom and traditional classroom models. The article identifies several issues that arise in implementing the flipped classroom in college English teaching, including insufficient student participation, difficulties in the transition of teacher roles, and limitations in teaching resources and technology. To address these issues, the article proposes a series of optimization strategies, including methods to enhance student participation, measures to address the transition of teacher roles, and innovative integrations of teaching resources and technology. The article concludes with a prospective view of the flipped classroom in college English instruction and suggestions for future research.

Flipping diverse classrooms

Flipped Classroom is a pedagogical approach in which all or some of direct instruction is moved outside of the face-to-face environment to dedicate more in-class time to ‘hands-on’, experimental and engaging activities. Usually enabled by educational technology, the Flipped Classroom approach draws on the ‘active learning’ philosophy which implies that students must share responsibility for their learning with their instructors, resulting in more impactful learner behaviours. Considering university classrooms are increasingly diverse, with international students forming a significant cohort of learners, instructor perceptions of internationals students in Flipped Classrooms are of interest. This is particularly important because international students, especially those from Asian countries, can be perceived by instructors as ‘passive’ learners’ regardless of students’ actual skills, learning preferences and goals. This presumed ‘passivity’ may clash with instructors’ goals, potentially creating tensions-filled dynamics between instructors and international students in Flipped Classrooms. The proposed article explores university instructors’ perceptions of international students in technology-enabled Flipped Classrooms to understand how these perceptions may influence instructors’ choices for the design of the flip. Findings demonstrate that while some instructors view international students as a barrier to impactful Flipped Classroom, others draw on their classroom’s diversity, using it as a source of inspiration, and designing the flip with international students in mind.

A study comparing the flip classroom approach to the conventional classroom approach among undergraduate dental students in Oral Surgery department at Liaquat College of Medicine and Dentistry

Objective: The aim of the study was to assess the possibility of introducing a flipped classroom approach in our department and to compare undergraduate dental student's exposure to the flipped classroom approach to conventional classroom approach. Methodology: An interventional study spanning from 2022 to 2023 with a sample size of 150 undergraduate dental students utilized a simple randomized sampling technique. Participants were categorized into two groups: Group A and Group B. Inclusion criteria mandated that all undergraduate dental students with internet access could watch videos and access teaching resources before class. However, students who missed classes during the flipped activity were excluded from the study. Pre-validated organized feedback was collected using 5-point Likert scale questionnaires from undergraduate dental students. Results: The results of the paired t-test indicate that, for both groups, the flippedclassroom approach is statistically significant (P < 0.05) compared to the conventional classroom approach. According to student input, the flipped approach is more engaging and sparks interest in the subject matter, but faculty feedback indicates that it takes more staff, time, and resources. Conclusion: When compared to the typical passive teaching-learning approach, the flipped classroom approach is an active intervention that improves both the teachinglearning outcome and students overall academic performance.

Impact of Online Flipped Classroom on Student Learning Experience: A Mixed-Methods Study

ABSTRACT Using mixed quantitative and qualitative methods, the current study examined the efficacy of fully online flipped classroom. 250 Chinese undergraduate social work students, with 126 students experienced the conventional online teaching method and 124 students learned with the online flipped classroom approach, were involved. The quantitative analyses show that students who experienced online flipped classroom had a lower performance in lecture participation and overall course grade; and had less positive perceptions of the course. The qualitative analyses reveal both advantages and challenges of the online flipped model. There is insufficient evidence to conclude the effectiveness of online flipped classroom in social work education and further investigation on cultural and contextual factors contributing to an effective online flipped approach is warranted.

Empowering ESL Learners: Unleashing Autonomy through Project-Based Learning

The growing interest in learner autonomy is propelled by the swift advancement of information technology and globalization. Embedded within the Malaysian Education Blueprint (MEB 2013-2025), Autonomous Language Learning (ALL) is promoted to elevate language proficiency among students. Traditional educational methods are declining in relevance for preparing learners for contemporary workforce demands, prompting a shift towards a self-directed approach. Educators are currently tasked with fostering individuals who can continually learn and excel in a rapidly evolving global economy driven by knowledge. Consequently, project-based learning (PBL) emerges as a powerful tool for educators to foster learner autonomy in ESL classrooms. This qualitative study explores the impact of project-based learning (PBL) on learner autonomy and personal development among first-semester Diploma students majoring in Business Administration at Universiti Mara Kedah Branch. The study employed a descriptive qualitative research design to delve into students' perceptions of PBL and its influence on their learning experiences, outcomes, and self-improvement. The research aimed to provide a comprehensive understanding of how PBL fosters learner autonomy, aligning with the overarching goal of promoting self-directed learning. The study involved 30 first-semester Diploma students, who collaborated in teams on a poetry writing project centered around a theme of solidarity with Palestine. Data collection included open-ended survey questions to gather detailed insights into students' perceptions of project work, learning outcomes, and personal development. Thematic analysis of the qualitative data revealed key themes such as positive attitudes towards project work, enhanced problem-solving skills, effective communication, and personal growth. These findings underscore the transformative effects of PBL on students' autonomy and confidence, emphasizing the importance of integrating PBL approaches in ESL classrooms to empower students for success in a dynamic global economy.

Unpacking the advantages and challenges of flipped classrooms in initial mathematics teacher education in Vietnam

The flipped classroom is an innovative pedagogical approach in which students are introduced to instructional content outside of class and engage in active problem-solving and discussions during in-class sessions. This pedagogical shift empowers students to take greater responsibility for their learning pace, transforming teachers into facilitators. Despite increased interest in flipped classrooms, their implications for mathematics teacher education still need to be clarified. This study employs a Delphi methodology to investigate the advantages and challenges associated with implementing the flipped classroom approach in Vietnam’s initial mathematics teacher education. The findings reveal a high consensus among experts regarding the importance of the identified indicators related to the advantages and challenges of flipped classroom in initial mathematics teacher education. Our study also uncovers contextual and institutional constraints, providing insights into unique challenges within the Vietnamese context. This research offers guidance for improving initial mathematics teacher education through flipped classroom model.