Flipping the Classroom for English Language Learners to Foster Active Learning

Autor/in	Hung, Hsiu-Ting
Titel	Flipping the Classroom for English Language Learners to Foster Active Learning
Quelle	In: Computer Assisted Language Learning, 28 (2015) 1, S.81-96 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2014.967701
Schlagwörter	Active Learning; Second Language Learning; Learning Experience; Teaching Methods; Learning Processes; Computer Assisted Instruction; Academic Achievement; Student Attitudes; Quasiexperimental Design; English (Second Language); Second Language Instruction; Foreign Countries; Communicative Competence (Languages); Instructional Effectiveness; Questionnaires; Semi Structured Interviews; Statistical Analysis; Student Participation; College Students; Blended Learning; Taiwan + Suchen Sie Ihr Suchwort? Aktives Lernen; Zweitsprachenerwerb; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Computer based training; Computerunterstützter Unterricht; Schulleistung; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Unterrichtserfolg; Fragebogen; Statistische Analyse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent
Abstract	This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a quasi-experimental design, three different formats for flip teaching were developed in this study. The results indicate that the structured and semi-structured flip lessons were more effective instructional designs than the non-flip lessons. With a varying extent, both the structured and semi-structured flip lessons helped the students attain better learning outcomes, develop better attitudes toward their learning experiences, and devote more effort in the learning process. Given the positive results, this paper concludes with a call for more research into this promising pedagogy to contribute to its knowledge base across disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10