Does the Flipped Classroom Lead to Increased Gains on Learning Outcomes in ESL/EFL Contexts?

Autor/inn/en	Webb, Marie; Doman, Evelyn
Titel	Does the Flipped Classroom Lead to Increased Gains on Learning Outcomes in ESL/EFL Contexts?
Quelle	In: CATESOL Journal, 28 (2016) 1, S.39-67 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Blended Learning; Educational Technology; Homework; Technology Uses in Education; Teaching Methods; Video Technology; Outcomes of Education; English (Second Language); Foreign Countries; Pretests Posttests; Mixed Methods Research; Quasiexperimental Design; Academic Achievement; Focus Groups; Experimental Groups; Control Groups; Case Studies; Second Language Learning; Two Year College Students; Two Year Colleges; Grammar; Statistical Analysis; Correlation; Achievement Gains; Macau; United States + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Hausaufgabe; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schulleistung; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Grammatik; Statistische Analyse; Korrelation; Achievement gain; Leistungssteigerung; USA
Abstract	This research investigates whether the flipped classroom can lead students to increased gains on learning outcomes in 2 ESL/EFL contexts in Macau, China, and the US. A pretest posttest quasi-experimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be associated with the flipped approach (FA). The effectiveness of the FA on students' achievement with grammar-student learning outcomes was evaluated with a pretest and posttest grammar test, along with students' perceptions of their increased comfort and confidence using English grammar through a grammar survey. These data were triangulated with student focus groups and means of completed grammar assignments. The findings suggest that although both the control and experimental groups showed increased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups. The researchers of this study make recommendations for a flipped curriculum and materials design for ESL/EFL teachers in any context globally. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01