Flipping the Flipped Class: Using Online Collaboration to Enhance EFL Students' Oral Learning Skills

Autor/inn/en	Fischer, Ian Douglas; Yang, Jie Chi
Titel	Flipping the Flipped Class: Using Online Collaboration to Enhance EFL Students' Oral Learning Skills
Quelle	In: International Journal of Educational Technology in Higher Education, 19 (2022), Artikel 15 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Jie Chi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-022-00320-2
Schlagwörter	Flipped Classroom; Synchronous Communication; Educational Technology; Technology Uses in Education; Undergraduate Students; Business Administration Education; English (Second Language); Second Language Instruction; Foreign Countries; Cooperative Learning; Instructional Effectiveness; Teaching Methods; Conventional Instruction; Student Behavior; Taiwan + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Kooperatives Lernen; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01