Perspectives on Flipped L2 Classes: Implications for Learner Training

Autor/inn/en	Tecedor, Marta; Perez, Alejandro
Titel	Perspectives on Flipped L2 Classes: Implications for Learner Training
Quelle	In: Computer Assisted Language Learning, 34 (2021) 4, S.506-527 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tecedor, Marta) ORCID (Perez, Alejandro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1626439
Schlagwörter	Flipped Classroom; Computer Assisted Instruction; Spanish; Second Language Learning; Second Language Instruction; Teaching Methods; Student Attitudes; Factor Analysis; Reliability; Student Behavior; Correlation; Predictor Variables; Introductory Courses; Educational Philosophy; Undergraduate Students; State Universities; Majors (Students); Language Teachers + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Computer based training; Computerunterstützter Unterricht; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Faktorenanalyse; Reliabilität; Student behaviour; Korrelation; Prädiktor; Einführungskurs; Bildungsphilosophie; Erziehungsphilosophie; Staatliche Universität; Language teacher; Sprachunterricht
Abstract	This manuscript contributes to the existing body of literature on learner training in computer-enhanced learning environments by examining how students conceptualize and experience their roles as learners in flipped Spanish courses and how these interpretations shape their behaviors and beliefs about learning under this new instructional approach. The goal of this study is to better understand learners' attitudes toward flipped instruction (FI) and use that knowledge to identify areas in the training that could be developed to more effectively prepare lower-level Spanish students for FI. Participants (n = 431) completed an online survey. Confirmatory factor analysis (CFA) was conducted to determine the reliability of the instrument and a logistic regression was used to explore the variables associated with having a positive attitude toward FI. Our findings indicate that the main predictors of liking FIs are (i) being enrolled in an elementary course, (ii) having taken flipped courses in other subject areas, (iii) having a clear understanding of how the online platform works, and (iv) understanding the philosophy behind flipped courses. These results allow us to outline specific initiatives in the design of a learner training program for FI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01