The Effects of Flipped Classroom on EFL Students’ Autonomy and Motivation
English
DOI:
https://doi.org/10.26817/16925777.1727Keywords:
flipped classroom, autonomy, motivation, english language teachingAbstract
This study examined the effects of teaching English using the Flipped Classroom Model (FCM) on EFL (English as a Foreign Language) students' autonomy and motivation. The students' perceptions of flipped language instruction were explored to conduct a detailed analysis of the implementation. A mixed-method research design, an explanatory sequential design, was used with 50 EFL students at a Turkish state university during the spring term of the 2022-2023 academic year. A quasi-experimental design was used to create a control (n = 25) and an experimental (n = 25) group. To collect quantitative data, both groups were pre-tested with two scales at the start of the term (the Attitude/ Motivation Test Battery and the Autonomy Perception Scale). The FCM was used to teach main course lessons to the experimental group in a preparatory school while the control group was trained using a traditional learning approach. At the end of the term, both groups were post-tested after eight weeks of implementation in the experimental group. The qualitative data were collected via semi-structured interviews conducted at the end of the implementation to assess the participants' perceptions and perspectives on the impact of the flipped classroom. SPSS 25.00 was used to analyze quantitative data. To assess the effects of the intervention paired sample t-tests and independent sample t-tests were used. Descriptive content analysis was used to analyze qualitative data. The findings of this study indicate that the FCM, if properly implemented in L2 main course classes, has the potential to significantly increase autonomous learning and motivation. In comparison to the traditional model, flipped learning offers benefits such as making learning more enjoyable, increasing students' self-confidence, and decreasing their fear of making mistakes.
Downloads
References
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336
Ahmed, M. A. E. A. S. (2016). The effect of a flipping classroom on writing skills in English as a foreign language and students’ attitude towards flipping. US-China Foreign Language, 14(2), 98-114. https://doi.org/10.17265/1539-8080/2016.02.003
Aktas, E., & Yurt, S. U. (2017). Effects of the digital story on academic achievement, learning motivation and retention among university students. International Journal of Higher Education, 6(1), 180-196.
Al Wahaibi, S. S., & Hashim, S. (2018). Learner’s autonomy in an undergraduate English flipped course. International Journal of Scientific Research and Innovative Technology, 5(8), 88-105.
Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161.
Anjomshoa, L., & Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), 126-137.
Ansori, M., & Nafi, N. N. (2018). English teachers' perceived benefits and challenges of flipped classroom implementation. JEELS (Journal of English Education and Linguistics Studies), 5(2), 211-227.
Aprianto, E., & Purwati, O. (2020). Multimedia-assisted learning in a flipped classroom: A case study of autonomous learning on EFL university students. International Journal of Emerging Technologies in Learning (Online), 15(24), 114-126.
Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers and Education, 78, 227-236. https://doi.org/10.1016/J.COMPEDU.2014.06.006
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Oregon, Washington: ISTE.
Bulut, C. (2018). Impact of flipped classroom model on EFL learners’ grammar achievement: Not only inversion but also integration [Unpublished master’s thesis]. Yeditepe University.
Caliskan, N. (2016). Examining the influence of flipped classroom on students learning English as a foreign language [Master's thesis, Çağ University-Mersin]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.
Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1), 56-68.
Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences. Bethesda (Maryland): National Institutes of Health, 2013, 541-545.
Dariyemez, T. (2020). The effects of teaching speaking skills through flipped classroom on EFL students' autonomy, willingness to communicate, and speaking anxiety. [Doctoral dissertation, Atatürk University- Erzurum]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61, 563-580.
Deci, E. L., & Ryan, R. M. (2010). Self‐determination. The Corsini Encyclopedia of Psychology, 13, 1-2.
Dincer, A., & Yesilyurt, S. (2013). Pre-service English teachers’ beliefs on speaking skills based on motivational orientations. English Language Teaching, 6(7), 88-95. https://doi.org/10.5539/elt.v6n7p88
Dörnyei, Z., & Clément, R. (2007). Motivational characteristics of learning different target languages: Results of a nationwide survey. Motivation and Second Language Acquisition, 23(4), 399-432.
Du, Y. (2020). Study on cultivating college students' English autonomous learning ability under the flipped classroom model. English Language Teaching, 13(6), 13-19.
Earley, M. (2016). Flipping the graduate qualitative research methods classroom: Did it lead to flipped learning? International Journal of Teaching and Learning in Higher Education, 28(1), 139-147.
Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education, 18(2), 151-167.
Elmas, R., & Geban, Ö. (2012). Web 2.0 tools for 21st century teachers. International Online Journal of Educational Sciences, 4(1), 243-254.
El Sakka, S. M. F. (2016). A flipped learning-based model to develop EFL freshman university students’ listening comprehension. 4th Scientific International Conference of Curriculum and Instruction Association, Ain Shams University, Egypt.
Er, H. K. & Farhady, H. (2023). The effects of learning-oriented assessment on academic writing. International. Journal of Assessment Tools in Education, 10 (2), 197-217b. https://doi.org/10.21449/ijate.1222410
Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209.
Farrell, T. S. C., & Jacobs, G. M. (2010). Essentials for successful English language teaching. London: Continuum.
Fenner, A. ve Newby, D. (2000). Approaches to materials design in European textbooks: Implementing principles of authenticity, learner autonomy, cultural awareness. Graz: ECML/Council of Europe.
Figura, K., & Jarvis, H. (2007). Computer-based materials: A study of learner autonomy and strategies. System, 35(4), 448-468.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold, London.
Gauci, S. A., Dantas, A. M., Williams, D. A., & Kemm, R. E. (2009). Promoting student-centered active learning in lectures with a personal response system. Advances in Physiology Education, 33(1), 60-71.
Gecer, A. K., & Topal, A. D. (2013). Her öğrenciye bir bilgisayar projesine yönelik yönetici, öğretmen ve veli görüşlerinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Yönetimi, 3(3), 391-417.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. https://doi.org/10.1016/J.JNEB.2014.08.008
Gurluyer, M. (2019). Examining EFL students’ achievements and perceptions in terms of writing skills in a flipped classroom environment [Unpublished master’s thesis]. Kafkas University.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Holec, H. (1995). Autonomy and foreign language learning. Oxford: Pergamon.
Hung, H. T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, 72(3), 296-308.
Isik, A. (2011). Language education and ELT materials in Turkey from the path dependence perspective. Hacettepe University Journal of Education, 40(40), 256-266.
Ismail, S., Almekhlafi, A. G., & Al-Mekhlafy, M. H. (2010). Teachers’ perceptions of the use of technology in teaching languages in United Arab Emirates’ schools. International Journal for Research in Education, 27(1), 37-56.
Kiang, N. H., & Yunus, M. M. (2021). What do Malaysian ESL teachers think about flipped classroom? International Journal of Learning, Teaching and Educational Research, 20(3), 117-131.
Krippendorff, K. (2004). Reliability in content analysis: Some common misconceptions and recommendations. Human Communication Research, 30(3), 411-433.
Kvashnina, O. S., & Martynko, E. A. (2016). Analyzing the potential of the flipped classroom in ESL teaching. International Journal of Emerging Technologies in Learning (iJET), 11(03), 71-73. https://online-journals.org/index.php/i-jet/article/view/5309
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62-84.
Lee, Y., & Martin, K. I. (2020). The flipped classroom in ESL teacher education: An example from CALL. Education and Information Technologies, 25, 2605-2633.
Li, S., & Suwanthep, J. (2017). Integration of flipped classroom model for EFL speaking. International Journal of Learning and Teaching, 3(2), 118-123.
McLaughlin, J. E., & Rhoney, D. H. (2015). Comparison of an interactive e-learning preparatory tool and a conventional downloadable handout used within a flipped neurologic pharmacotherapy lecture. Currents in Pharmacy Teaching and Learning, 7(1), 12-19.
Moran, K., & Milsom, A. (2015). The flipped classroom in counselor education. Counselor Education and Supervision, 54(1), 32-43.
Mull, B. (2012). Flipped learning: A response to five common criticisms. Education Technology Solutions, 50, 42-46.
Nematipour, M. (2012). A study of Iranian EFL learners’ autonomy level and its relationship with learning style. English Linguistics Research, 1(1), 126-136.
Nomass, B. B. (2013). The impact of using technology in teaching English as a second language. English Language and Literature Studies, 3(1), 111.
Nunan, D. (2015). Learner-centered English language education: The Selected Works of David Nunan. New York. Routledge.
Obari, H., & Lambacher, S. (2015, August). Successful EFL teaching using mobile technologies in a flipped classroom. In Critical CALL–Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 433-438). Research-publishing. net.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Razeq, A. A. A. (2014). University EFL learners’ perceptions of their autonomous learning responsibilities and abilities. RELC Journal, 45(3), 321–336. https://doi.org/10.1177/0033688214547035
Roth, C., & Suppasetseree, S. (2016). Flipped classroom: Can it enhance English listening comprehension for pre-university students in Cambodia? Proceedings of Classic: Learning in and Beyond the Classroom: Ubiquity in Foreign Language Education, 255-264.
Santikarn, B., & Wichadee, S. (2018). Flipping the classroom for English language learners: A study of learning performance and perceptions. International Journal of Emerging Technologies in Learning (Online), 13(9), 123.
Scheb-Buenner, P. (2019). University students’ perception on autonomous learning: A case of private university, Thailand. The 1st International Conference on English Studies: Innovation in English Language Teaching and Learning.
Secilmisoglu, C. (2019). The effects of flipped learning model in teaching English grammar [Unpublished master’s thesis]. Ufuk University.
Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C., & Lord, S. M. (2013). Self-regulation and autonomy in problem-and project-based learning environments. Active Learning in Higher Education, 14(2), 109-122.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15, 171-193.
Tazijan, F. N., Baharom, S. S., & Shaari, A. H. (2016). Building communication skills through flipped classroom. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 289-295.
Tran, T. T. Q., & Nguyen, V. L. (2018). Flipped model for improving students’ English speaking performance. Can Tho University Journal of Science, 54(2), 90. https://doi.org/10.22144/CTU.JEN.2018.012
Turan, Z., & Goktas, Y. (2018). Innovative redesign of teacher education ICT courses: How flipped classrooms impact motivation? Journal of Education and Future, 2(13), 133-144.
Weiqiang, L. I., Wang, Y., Wee, K. S., & Zhang, F. (2018, December). ILD Interlaminar Strength Evaluation for WLCSP. In 20th International Conference on Electronic Materials and Packaging (EMAP) (pp. 1-3). IEEE.
Wong, S., & Cooper, P. (2016). Reliability and validity of the explanatory sequential design of mixed methods adopted to explore the influences on online learning in Hong Kong bilingual cyber higher education. International Journal of Cyber Society and Education, 9(2), 45-64.
Xin-yue, Z. (2016). Motivation in a flipped classroom, a case study of teaching oral English in a vocational college in Mainland China. Sino-US English Teaching, 13(6), 460-467. https://doi.org/10.17265/1539-8072/2016.06.004
Yavuz, F., & Ozdemir, S. (2019). Flipped classroom approach in EFL context: Some associated factors. World Journal on Educational Technology: Current Issues, 11(4), 238-244.
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.
Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation. Journal of Educational Technology & Society, 23(1), 1-15.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 GIST – Education and Learning Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
| Article metrics | |
|---|---|
| Abstract views | 393 |
| Galley vies | 107 |
| PDF Views | 107 |
| HTML views | 0 |
| Other views | 0 |
