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| Autor/in | Yue, Weiwei |
|---|---|
| Titel | A Comparative Case Study Analysis of the Effects of a Flipped Classroom Model on a College Foreign Language Course |
| Quelle | (2022), (137 Seiten)
PDF als Volltext Ed.D.Ed.Lead. Dissertation, Delaware State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-1024-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Comparative Analysis; Flipped Classroom; College Second Language Programs; Second Language Learning; College Students; Foreign Countries; Undergraduate Students; Learning Experience; Student Attitudes; Language Proficiency; South Korea; Japan; Taiwan |
| Abstract | This comparative case study analysis investigated the effect of a flipped classroom model on college students' foreign language learning, under the Constructivist theoretical framework and Bloom's taxonomy. Flipped classroom model, also called flipped learning, emerged a decade ago in the education system as an innovative instruction method for it student-centered and active learning features. This study compared and contracted three studies conducted in Korean, Japanese and Taiwan colleges, in which flipped classroom model was adopted in foreign language courses. It aims to find out: (1) How do undergraduates perceive their learning experiences in a flipped classroom model in a foreign language course? (2) In what ways are the teaching of foreign languages implemented effectively in a flipped classroom? And (3) What are the benefits and challenges of the flipped classroom model in a foreign language course perceived by college students? The finding to this non-experimental qualitative research showed that the students held general a positive attitude toward flipped learning, for it effectively improved their language proficiency. But their perception of a longer learning process of flipped classroom model with a heavier workload is shared in three cases. Technology is the most essential tool in an efficient and effective flipped classroom, and it is extensively used in pre-class and after class session, leaving sufficient in-class time for students to practice their target language and get feedback from their instructor. The benefits perceived by the students are primarily on language gains, then knowledge gains and skills improvement, and changing in learning habits. However, students' accountability and independence play an important role the effects of the flipped classroom model. Peer pressure and test performance are anther two challenges perceived by the students, though they are not common concerns of the students in three cases. This study not only provides a more in-depth case study in flipped learning through comparative analysis but also gives some insights to education leadership for the future direction of research in flipped classroom model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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