Flipping Every Student? A Case Study of Content-Based Flipped Language Classrooms

Autor/in	Sun, Yu-Chih
Titel	Flipping Every Student? A Case Study of Content-Based Flipped Language Classrooms
Quelle	In: E-Learning and Digital Media, 14 (2017) 1-2, S.20-37 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/2042753017692428
Schlagwörter	Second Language Instruction; Teaching Methods; Educational Technology; Technology Uses in Education; Student Attitudes; Video Technology; Homework; Course Content; Case Studies; English (Second Language); Questionnaires; Teacher Attitudes; Foreign Countries; Undergraduate Students; Likert Scales; Interviews; Student Surveys; Taiwan + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Hausaufgabe; Kursprogramm; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Lehrerverhalten; Ausland; Likert-Skala; Interviewing; Interviewtechnik; Schülerbefragung
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01