A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

Autor/inn/en	Filiz, Sevil; Benzet, Aycan
Titel	A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education
Quelle	In: World Journal of Education, 8 (2018) 4, S.72-86 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Second Language Instruction; Teaching Methods; Homework; Video Technology; Technology Uses in Education; Educational Technology; College Students; Foreign Countries; Turkey; United States; Taiwan; Iran; Saudi Arabia; China; Japan; United Arab Emirates; Egypt; United Kingdom (England); Indonesia; South Korea; Russia; Thailand + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Hausaufgabe; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Collegestudent; Ausland; Türkei; USA; Saudi-Arabien; Vereinigte Arabische Emirate; Ägypten; Indonesien; Korea; Republik; Russland
Abstract	Teaching foreign languages via flipped classrooms, in which the typical elements of a course are reversed, has been a popular pedagogy recently as the modern digital technology is flourishing unprecedentedly. The aim of this study is to review a selected sample of 50 studies on flipped classroom instruction in foreign language education published from 2014 to 2018 in Turkey and abroad. A content analysis was conducted for each study in terms of study years, study types, study locations, foreign languages taught, language skills taught, research methods, sampling, data tools, data analysis procedure and variables through a 'Research Classification Form'. Results showed that studies were done mostly as articles in 2016 in 14 countries mostly in Turkey using quantitative research designs commonly. In these studies, flipped classroom instruction was implemented for teaching all skills of English as a foreign language. Samples generally consisted of higher education students with lower than 50 as a sample size. In these studies, as quantitative data collection tools, achievement tests were utilized and as for analysis procedures, mean and standard deviation were used predominantly. Additionally, the variables of Attitudes towards Foreign Language Lessons, Academic Performance, Perceptions, and Writing Performance were frequently researched. The findings obtained from this study are expected to contribute to future studies conducted on flipped classrooms in foreign language teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01