Flipped Language Research Articles

The Effects of Flipped Classroom on EFL Students’ Autonomy and Motivation

This study examined the effects of teaching English using the Flipped Classroom Model (FCM) on EFL (English as a Foreign Language) students' autonomy and motivation. The students' perceptions of flipped language instruction were explored to conduct a detailed analysis of the implementation. A mixed-method research design, an explanatory sequential design, was used with 50 EFL students at a Turkish state university during the spring term of the 2022-2023 academic year. A quasi-experimental design was used to create a control (n = 25) and an experimental (n = 25) group. To collect quantitative data, both groups were pre-tested with two scales at the start of the term (the Attitude/ Motivation Test Battery and the Autonomy Perception Scale). The FCM was used to teach main course lessons to the experimental group in a preparatory school while the control group was trained using a traditional learning approach. At the end of the term, both groups were post-tested after eight weeks of implementation in the experimental group. The qualitative data were collected via semi-structured interviews conducted at the end of the implementation to assess the participants' perceptions and perspectives on the impact of the flipped classroom. SPSS 25.00 was used to analyze quantitative data. To assess the effects of the intervention paired sample t-tests and independent sample t-tests were used. Descriptive content analysis was used to analyze qualitative data. The findings of this study indicate that the FCM, if properly implemented in L2 main course classes, has the potential to significantly increase autonomous learning and motivation. In comparison to the traditional model, flipped learning offers benefits such as making learning more enjoyable, increasing students' self-confidence, and decreasing their fear of making mistakes.

Impact of Flipped Classroom on Developing Language Skills among EFL and ESL Students

This article gives an overview of the status quo of the flipped classroom in English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms. Systematic Review method was used to compare findings from various studies and assess their quality and strengths The paper reviewed fifteen published research articles from different international refereed journal publications. These researches were conducted from 2016 to 2021. The articles were analysed utilising a content analysis method. The review provides the different definitions of the flipped classroom and its theoretical foundation, the students’ and teachers’ attitudes and perceptions towards flipped classrooms, its challenges and benefits, and its impact on the development of language skills of EFL and ESL students. Through this review, English language teachers will have a thorough understanding of the flipped language classroom, which may serve as a baseline for its effective adoption and implementation. Moreover, this review may add to the existing knowledge of the flipped classroom.

English teachers’ professional identity incorporated with perceived anxiety in the context of flipped teaching: Scale development and model extension

AbstractResearch examining teachers’ professional identity in the online context has recently increased; however, there have been few attempts (if any) to design a scale to assess foreign language teachers’ professional identity integrated with technology use in the flipped context. There have also been no extensions to the professional teacher identity model for flipped language teaching incorporated with psycho‐emotional factors. The current study first developed and validated an instrument for English teachers’ professional identity of technology integration in the flipped context (ETITF) to fill in the research gap that the majority of existing instruments for teachers’ professional identity have not considered the characteristics of technology integration in the flipped teaching environment in the subject area of English. Additionally, this present research also attempted to extend the professional teacher identity model by investigating the influence of the psycho‐emotional factor, namely, perceived anxiety of flipped teaching on professional teacher identity coped with technology in the flipped context by English teachers. Grounded by the identity theory and technology acceptance model, 233 in‐service English teachers from mainland China served to explore the constructs of the ETITF and the model extension with perceived anxiety. Results of exploratory factor analysis, first‐order, and second‐order confirmatory factor analysis supported a three‐dimension scale with 15 items: task perception (TP), motivation (M), and teacher self‐efficacy (SE). The results of the study revealed that the ETITF is valid and reliable that could be used by researchers, educators, and education institutions to gain a greater understanding of English language teachers’ professional development and can serve as a tool to support the procedures of developing teacher identity integrated with technology in the flipped context with specific items related to English teaching. The results of structural equation modeling indicated that task perception significantly predict English teachers’ motivation, while motivation showed positive influence on in‐service teachers’ self‐efficacy. This developed tool of ETITF and the extended professional identity with technology incorporation model may contribute to the development of flipped language teaching, which may provide implications for English educators and researchers to facilitate teachers’ effective technology integration in flipped English teaching.

Effects of instructional factors on students’ acceptance of and participation in flipped language learning

ABSTRACT Based on a systematic review of flipped learning (FL) instructional principles and the technology acceptance model, this study examined the effects of instructional factors on students’ acceptance of and participation in FL activities in learning Chinese as the native language. The participants were 2684 primary and secondary school students in Hong Kong. Two questionnaires were used to measure students’ perceptions of FL instructional design and implementation in their Chinese language classes and their acceptance and participation in FL activities. Descriptive analysis indicated that students perceived a moderately high degree of consistency between the design and implementation of FL activities in their Chinese language classes and the various instructional principles of FL. Students’ perceptions about FL were positive and their intention to use this new approach to learn Chinese was high. Structural equation modelling showed that the quality of FL tasks significantly and positively affected students’ perceptions about the usefulness, ease of use, and enjoyment of FL, which, in turn, indirectly influenced their intentional and actual use of FL. The findings provide insights for improving students’ acceptance of FL as a novel learning approach within traditional language learning in school.

Effects of flipped English learning designs on learning outcomes and cognitive load: Workload of out‐of‐class activities versus during‐class activities

AbstractBackgroundSome studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL).ObjectivesThis study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities.MethodsA mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups.Results and ConclusionThis study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course.Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes).

The incorporation of peer learning into MosoTeach‐supported flipped language class: Effects on student motivation, participation, feedback and test performance

AbstractBackground StudyAs flipped learning is a flexible pedagogical methodology to tailor students' needs and maximize the learning effects, this study integrated peer learning with MosoTeach‐supported flipped mode in an undergraduate blended EFL course. MosoTeach is a popular online learning platform in China with a variety of learning resources.ObjectivesThe study aimed to test the impact of MosoTeach flipped learning (MTFL) mode on undergraduate EFL students' perceived motivation, participation, feedback, and test performance.MethodsA quasi‐experimental design was carried out in Z university during the spring semester of 2020, with the experimental group (n = 34) adopting the MTFL model and a control group (n = 33) the non‐flipped mode.Results and ConclusionsThe independent t‐test results showed that the experimental MTFL group outperformed the control group in post‐test scores, and a positive correlation was found in the relationship between the experimental MTFL group's post‐test scores and MosoTeach learning experience points (LEPs). Moreover, the course perception questionnaire survey indicated a higher level of students' perceived motivation, participation, and feedback in the experimental MTFL group, which corresponded to the results of the content analysis of students' responses to open‐ended questions and reflective reports. But students in both groups experienced challenges such as isolation, procrastination and technological anxiety.

Effects of an annotation‐supported Socratic questioning approach on students' argumentative writing performance and critical thinking skills in flipped language classrooms

AbstractBackgroundCritical thinking and argumentative writing are considered complex but essential skills for learners. However, few studies have examined how instructions can be designed to optimize the development of such skills simultaneously. Contextualized in flipped language classrooms, this study aimed to develop an instructional innovation for English as a foreign language (EFL) learners.ObjectivesThis study investigated the effects of an annotation‐supported Socratic questioning (ASSQ) approach as a flipped classroom enhancement on students' argumentative writing and critical thinking in an EFL writing course.MethodsFifty students from two classes participated in the study, and they were randomly assigned to an experimental group and a comparison group. Following an 8‐week flipped learning curriculum, the experimental group learned with the proposed ASSQ approach in the enhanced flipped classroom, while the comparison group was exposed to the traditional flipped classroom. Students' argumentative writing performance was evaluated with their argumentative essays using a researcher‐developed writing rubric, and their critical thinking skills were assessed using the California Critical Thinking Skills Test.ResultsBoth groups significantly improved their argumentative writing, and the experimental group also significantly outperformed the comparison group after learning through the proposed approach. While the two groups had no significant difference in critical thinking skills, the within‐group comparison results revealed that the experimental group made significant improvements due to the instructional intervention.ImplicationsThe ASSQ approach could enhance the flipped classroom in regard to the teaching of argumentative writing, whereas it bears only limited impact on critical thinking. Overall, the positive effect of the proposed approach on enhancing English learners' argumentative writing performance was mainly attributed to the combined affordances of Socratic questioning and a social annotation tool to scaffold the students' thinking through verbal articulation, and to visualize their thinking with social annotations throughout the flipped learning process.

Effects of flipped language classrooms on learning outcomes in higher education: A Bayesian meta-analysis

Despite accumulated evidence demonstrating the effectiveness of flipped language classrooms in higher education, there is no quantitative examination of the extant empirical studies to draw a general conclusion. Based on Bayesian methodologies and 26 effect sizes, this study quantitatively examines empirical studies that investigated flipped language classrooms’ effects on learning outcomes in higher education. Our results indicate a large overall effect in favour of the effectiveness of flipped language classrooms. Subgroup analyses indicated that intervention duration, target languages, outcome types, allocation, and school locations were significantly related to the variability in language learning outcomes. A low risk of publication bias was identified. This study concluded that the flipped language classroom was a promising pedagogical approach to promoting language learning. Findings provided insights into an evidence-informed application of flipped language classrooms, for example: (1) sufficient face-to-face time to maximise the effectiveness of flipped language classrooms; (2) making flipped design adjustments based on student responses during long-term intervention; (3) giving students pre-training of flipped language classrooms and showing them the underlying benefits; (4) flipping basic contents of language learning and teaching complex contents face-to-face; and (5) adopting scaffolding strategies like code-switching to scaffold lower achievers. Implications for practice or policy: Instructors should flip writing and speaking courses with enough face-to-face time and technical support being provided to students. Instructors should consider time variance’s effects on learning performance and seek ways to maintain learners’ interest. Instructors should pre-train learners of flipped learning before implementation. Instructors should include practices, quizzes, and asynchronous online interaction tools in pre-class activities to check learners’ understandings and promote interaction and feedback provision.

The Role of Flipped Language Learning in Developing the Higher Order Thinking Skills among the University Students in Pakistan

This research study aims to investigate the role of flipped language class models in fostering higher-order thinking skills (HOTS) such as creative ability, evaluating and analyzing ability among the students. Like all other fields of life, schooling is particularly influenced by the Covid-19 situation and a wide range of educating and learning is extended through online and distance learning. This analysis is quantitative in nature as it collects data from students regarding flipped classrooms in relation to HOTS through a questionnaire. In order to analyze the collected data there is a theoretical framework available such as Bloom’s taxonomy. Cross-sectional design is adopted and a descriptive correlational plan is utilized in the study. A sample of 160 students is utilized and the results show the positive responses of students about flipped learning in relation to Higher Order Thinking Skills.

A SNAPSHOT OF FLIPPED INSTRUCTION IN ENGLISH LANGUAGE TEACHING IN TURKIYE: A SYSTEMATIC REVIEW

This study aims to explore the trends and the perceived benefits and challenges of flipped language instruction regarding student achievement and attitudes in Turkiye. To that end, the databases, including Web of Science Core Collection, Scopus, Eric and DergiPark were reviewed, and a total of 20 articles were analyzed. Systematic review was utilized as the research methodology. The findings revealed that flipped instruction in ELT has gained importance since 2015 in Turkiye and has been gradually receiving more attention in research and practice. In the reviewed studies, the most employed research method turned out to be the mixed method, whilst the purely quantitative and qualitative studies were not abundant. It is seen that writing has been the most frequently researched language skill with respect to flipped instruction, whereas the other skills were not subject to investigation considerably. Furthermore, apart from language skills as the primary focus, the studies also concentrated on students’ perceptions, achievement, self-directed learning, attitudes, and classroom engagement. Finally, the reviewed studies illustrated the challenges and benefits of the flipped classroom in relation to students’ achievement and attitudes towards learning. In the light of the findings, implications for practice and recommendations for future research are provided.

The Role of Video in the Flipped Language Classroom

Flipped classrooms have become a widespread form of teaching. Yet, there is no consensus on how to define flipped (language) learning. Several authors consider the use of videos that prepares in-class activities as an essential principle.
 The article presents a study which examined the actual roles of videos in a corpus of 52 descriptions by L2 teachers of flipped language class settings and using Willis’ 1983 framework.
 In the corpus videos played a central role in before-class activities; a large number of videos were used. The roles that videos played in before-class activities in the settings did not all correspond to Willis’ framework; those which did not fit corresponded to direct instruction. The definition of a flipped setting was found to be unclear, as in a quarter of the descriptions the criteria did not apply. Video was not found to be necessarily constitutive for flipped language classes.

Engaging Students in a Flipped Language Classroom via Kahoot

Previous studies show that one of the challenges in a flipped classroom is to ensure students study or revise the given content before the actual class. Gamified learning is one of the most effective approaches to motivate and engage students in learning. Thus, a game-based learning tool, Kahoot quiz is employed in this study. The objective of this study is to investigate students’ perception of the use of Kahoot vocabulary quiz in a flipped Mandarin classroom. In this quantitative study, data was collected through a survey. Survey forms were given to 197 undergraduate students in a public university in Malaysia. The result indicates that the Kahoot vocabulary quiz motivates students to learn before the actual class in a flipped Mandarin classroom. Kahoot vocabulary quiz was found to improve language learning because it helps students to master the vocabulary, improve weaknesses in vocabulary learning, understand the lesson better and increases students’ interest and confidence in learning. Besides, the findings also reveal that the Kahoot game is a great platform for creating a conducive learning environment. Its interactive and competitive feature provides a fun and entertaining platform that helps capture and sustain students’ attention in class and allows students to share knowledge among friends.

Exploring Learners' Attitudes Towards Technology-Enhanced Flipped Language Instruction

The article reports on a study that explored the affordances and challenges of the flipped classroom model for an advanced language course, involving the implementation of a four-skill integration approach and the use of various digital tools. Eighteen advanced language students participated in the study over the course of one semester. Students carried out a variety of online assignments using self-access learning modules in Canvas to prepare them for in-class activities. Data from post-surveys and focus group interviews along with the student coursework reveal that students had a positive attitude towards the flipped model because it gave them agency over their own learning and engaged them in meaningful interactions with their peers. The study suggests that well-designed tasks are essential, and that instructor scaffolding is needed to guide students in learning course content. The study contributes a new model of flipped instruction that facilitated L2 development in an effective manner.

A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model

The present work synthesizes the studies in flipped language education based on Social Sciences Citation Index publications up to the year 2018. A sum of 33 studies were finalized as the targeted studies and our research questions were formulated regarding (1) the overall trend and features of the existing studies, (2) their research foci, (3) the role of technology, and (4) the integration of FL/L2 learning and teaching theories, models or strategies into flipped classroom. Some research gaps were identified, including a bias toward outcome-oriented quantitative studies over process-oriented qualitative studies. Additionally, an overwhelming majority of the studies were conducted from the learners’ perspectives, while few studies took the teachers’ perspectives. More importantly, to guide the course design and implementation, the present review proposed a comprehensive ‘interaction model’ integrating four key elements into flipped FL/L2 education. The model featured two types of interaction, namely ‘interaction with content’ and ‘interaction via content’, highlighting the uniqueness of flipped FL/L2 education. The study incorporated learner preparedness in the interaction model, entailing a practical interface for the principle of ‘design for failure’, that is, predicting and preparing contingencies for the times when in-class interactions do not go as planned for technical or other reasons.

A systematic review on flipped learning in teaching English as a foreign or second language

The aim of this study was to discuss benefits and challenges of flipped learning in teaching English as a foreign or second language through a systematic review. Prior to conducting this systematic review, 78 studies published in journals that are indexed in Web of Science (WOS), ERIC, ScienceDirect, SCOPUS, IGI Global, and Wiley Online Library databases were selected in accordance with a set of inclusion and exclusion criteria. As a result of the coding process, themes and sub-themes emerged based on the content analysis. The findings reveal that there is an increase in the publications on the implementation of flipped learning in teaching English as a foreign or second language. It is also seen that the majority of the studies about the implementation of flipped language learning includes university students as participants. One of the most reported benefits of the use of flipped learning in this field is that it has positive effects on enhancing students’ English language skills such as writing and speaking. In some of the reviewed studies, however, some issues like access to the Internet and workload for both students and teachers are among the most expressed challenges.

Managing cognitive load with a flipped language class: An ethnographic study of the student experience

AbstractThis ethnographic study of a beginning‐level German course at an Australian university examined the student experience of learning second language (L2) grammar in a flipped classroom. Students accessed explicit grammar instruction and completed grammar exercises prior to attending face‐to‐face classes; during class, the structures were briefly reviewed by the students and then applied in interactive task‐based activities focused on meaningful use of the L2. In surveys and interviews, learners reported that the opportunity to manage the pace and depth of their interaction with online grammar modules facilitated their learning and increased their confidence. Linking these outcomes to research that has shown that flipped teaching models reduce or assist in the management of cognitive load, the study presents a compelling case for flipping the L2 classroom.

Effectiveness of flipped language learning classrooms and students’ perspectives

<p>The objectives of this study are to investigate the usefulness of the flipped language learning approach in a reading course, and to understand students’ attitudes and self-efficacy toward it. A quasi-experimental pretest-post-test design was employed. Two treatments were designed, namely, face-to-face and online, using the flipped classroom approach. A total of 43 students participated in the pre-tests and post-tests, administered in both treatments. The data were collected from the results of pre-tests and post-tests. A regression test and t-tests were performed to analyze the data. A significant difference was observed between the students’ results in the pre-tests and post-tests in both treatments. However, the post-test results in both treatments show no significant difference. This finding indicates that both face-to-face and flipped classroom approaches can be equally effective in enhancing the reading skill of Level 1 students. The survey results also indicate that students have more positive attitudes toward the flipped learning approach than society in general does toward it. Accordingly, teachers are advised to select a language-teaching approach that is helpful for students. They should also consider the perspectives of students. Improvement in reading skill is not necessarily attributed to only one of the approaches analyzed in this study.</p>

Classroom Interaction and Learning Anxiety in the IRS-Integrated Flipped Language Classrooms

Flipped learning practices face increasing pressure on the effectiveness of the implementation, as it has significantly transformed pedagogical practices. Although this pedagogical approach has become increasingly popular over the last 10 years, certain challenges to implementation have inevitably arisen. In this study, a learning activity based on the interactive response system (IRS) using a pair-and-share (PS-IRS) strategy is proposed for helping students achieve optimal use of target language, thus bridging the pre-class and in-class contexts in flipped learning. A sequence of PS-IRS activities was created for the study, and the activities were delivered in a collaborative manner in each of the lessons in order to assist students in English language-learning. An experiment was conducted to assess the effectiveness of this approach in the context of English as a foreign language course at a university. A total of 85 university students participated in the experiment, 45 assigned to the experimental group and learned with the PS-IRS approach and 40 in the control group and learned with a teacher-led (TL-IRS) learning method. Results indicate that the PS-IRS approach provides effective interactive learning opportunities that promote students’ willingness to communicate and reduce their learning anxiety. This study builds on existing discussion of integrated-IRS teaching strategies in the literature and extends it into the context of the flipped language classrooms.

Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance

AbstractIn recent years, the flipped classroom has become prevalent in many educational settings. Flipped classroom adopts a pedagogical model in which short video lectures are viewed by students at home before class so that the teacher can lead students to participate in activities, problem‐solving, and discussions. Yet the design or use of technology that employs planned instructional strategies with sustainable support of self‐regulation is scant. We propose a technology‐enhanced flipped language learning system (Flip2Learn) that provides facilitation and guidance for learning performance and self‐regulation. A quasi‐experimental study was carried out to examine whether Flip2Learn could enhance college students' self‐regulatory skills and later contribute to the learning performance in the flipped classrooms. The results showed that Flip2Learn not only better prepared students for flipped classrooms but also better promoted learning performance compared to the conventional flipped classrooms. The results of this research advanced our understanding of the dynamics of flipped classrooms and represented a revolutionary new approach to the technology‐enhanced learning for flipped classrooms.

Flipping every student? A case study of content-based flipped language classrooms

The study aims to explore university-level foreign language learners’ perceptions of the content-based flipped classroom approach and factors influencing their perceptions. The research questions guiding the study are three-fold. (a) What attitudes and perceptions do students have about language and knowledge acquisition in the content-based flipped classroom? (b) What learning processes and strategies do students employ in the process? (c) What themes emerge from the content-based flipped classroom experience? The findings reveal that by humanizing the classroom through rich interaction between students using the flipped classroom concept, students show improvement in communicative skills, confidence, and content knowledge development. However, students differ in their perceptions of its effectiveness due to their varying epistemological beliefs about the certainty of knowledge, authority and the sources of knowledge, what learning really means, and the importance of measurability in learning outcomes.