Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills

Ian Douglas Fischer · Jie Chi Yang

52 citations0/0 files storedInternational Journal of Educational Technology in Higher Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Innovative Teaching Methods EFL/ESL Teaching and Learning English Language Learning and Teaching

Abstract

Abstract Extensive research on the in-class synchronous learning aspect of the flipped classroom approach (FCA) has rendered favorable results the past decade. However, less attention has been placed on the out-of-class component of the FCA, specifically the drawbacks that may occur, such as low student accountability while watching the pre-assigned video lessons, thus coming to class unprepared, and not using the latest online technological to its full potential. This study addresses these issues by examining the impact of creating a more synchronous/collaborative online out-of-class flipped-class component. Using the latest online technology, a newly proposed flipped group (PFG) was created and then compared to a regular flipped group (RFG), and a traditional class (TC) over 14 weeks. Fifty-four undergraduate business students from a university in Taiwan participated in the study. Mock International English Language Testing System (IELTS) oral pre/post-tests were given to all participants to investigate which teaching approach is more effective. The results showed the PFG significantly improved overall on average, out-preforming the RFG. Surprisingly, the TC significantly performed better than the RFG. In addition, significant differences and correlations also occurred between the PFG and RFG students’ online learning behaviors and objective performances, such as the time spent online viewing the assigned video lessons and the effects on their quiz and final grade scores. This study’s findings support creating a more synchronous/collaborative online learning environment can enhance the out-of-class component of a FCA, and therefore help improve student’s overall oral/aural EFL learning.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 52 citations exist upstream.

References

1999Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education 2012Flip Your Classroom: Reach Every Student in Every Class Every Day 2015The use of flipped classrooms in higher education: A scoping review 2018The flipped classroom: A review of its advantages and challenges 2014The experience of three flipped classrooms in an urban university: an exploration of design principles 2009Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework 2013The Flipped Classroom: An Opportunity To Engage Millennial Students Through Active Learning Strategies 2007ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.