The Effects of Flipped Vocabulary Learning on Chinese College Students' Listening Achievement
2
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study looked at the correlation between improved listening skills and flipped vocabulary learning on low-level EFL learners in a Chinese context. Thirty-one college students participated in a listening practice course for 20 weeks. The first three weeks focused on training on flipped learning and course preparation. The actual implementation of the real listening practice took place between weeks four and nineteen. During the listening practice course, 26 listening practice sections were covered. An alternating treatment design was used with two flipped vocabulary learning methods, learning words by teacher-made videos or by an online dictionary before the listening practice. For every listening practice section, students learned 20 target words before class. A vocabulary activity helped to enhance the effects of flipped learning in class before the start of listening practice. Data sources included pre-tests, repeated tests, and post-tests. The findings are as follows: 1) flipped learning of vocabulary had positive effects on listening improvement, and there was an overall increase in listening test scores. 2) With the two vocabulary learning methods, vocabulary learning with videos was more effective on students' listening practice than the method using an online dictionary.
Abstract
This study looked at the correlation between improved listening skills and flipped vocabulary learning on low-level EFL learners in a Chinese context. Thirty-one college students participated in a listening practice course for 20 weeks. The first three weeks focused on training on flipped learning and course preparation. The actual implementation of the real listening practice took place between weeks four and nineteen. During the listening practice course, 26 listening practice sections were covered. An alternating treatment design was used with two flipped vocabulary learning methods, learning words by teacher-made videos or by an online dictionary before the listening practice. For every listening practice section, students learned 20 target words before class. A vocabulary activity helped to enhance the effects of flipped learning in class before the start of listening practice. Data sources included pre-tests, repeated tests, and post-tests. The findings are as follows: 1) flipped learning of vocabulary had positive effects on listening improvement, and there was an overall increase in listening test scores. 2) With the two vocabulary learning methods, vocabulary learning with videos was more effective on students' listening practice than the method using an online dictionary.
참고문헌 (37)
- Allen, V. F., "Techniques in teaching vocabulary" (1983), Oxford University Press
- Bergmann, J., "Flipped learning: Gateway to student engagement" (2014), International Society for Technology in Education
- Brown, H. D., "Language assessment: Principles and classroom practices" (2010), Pearson Education
- Chang, A. C. S., "The effects of listening support on the listening performance of EFL learners", TESOL Quarterly, 40(2), pp.375~397 (2006)
- Chapelle, C., "Tips for teaching with CALL: Practical approaches to computer-assisted language learning" (2008), Pearson Education
- [URL]
- [URL]
- "What is COCA? Why does Lextutor need it?"[URL]
- Doman, E., "The flipped and non-flipped EFL classroom : Initial reactions from Chinese university students", THAITESOL Journal, 27(1), pp.12~43 (2014)
- England, S., "An introduction to the flipped EFL college classroom : Method & tools", Accents Asia, 1(8), pp.1~5 (2015)
- Field, A. P., "Discovering statistics using SPSS" (2009), SAGE Publications
- Hu, M., "Vocabulary density and reading comprehension", Reading in a Foreign Language, 13(1), pp.403~430 (2000)
- Joanne, C. S. M., "The flipped classroom : Viewpoints in Asian universities", Education in Medicine Journal, 6(4), pp.20~26 (2014)
- Kyung Won Kim, "The Effectiveness of Internet Assisted Instruction in English Listening Classroom", 멀티미디어 언어교육, 7(2), pp.103~122 (2004), 한국멀티미디어언어교육학회
- 이승희, "Blended Learning Revisited: A New Approach to Foreign Language Education", 멀티미디어 언어교육, 10(2), pp.142~157 (2007), 한국멀티미디어언어교육학회[DOI]
- Lee, S. R., "An action research in the influence of flipped learning on learner's meaningful interaction at a primary English class", Proceedings of KAMALL-KASEE 2016 Joint Conference, pp.50~51 (2016)
- Li, L., "Information Computing and Applications (ICICA) 2012: Lecture Notes in Computer Science", pp.516~523 (2012), Springer
- Li, P., "A study on the effects of annotation on incidental vocabulary learning attached to listening tasks", Teaching English in China, 31(3), pp.35~41 (2008)
- Linse, C. T., "Practical English language teaching : Young learners" (2006), McGraw-Hill
- Masie, E., "The handbook of blended learning: Global perspectives, local designs", pp.22~26 (2006), Wiley
- Mihara, K., "Effects of phonological input as a pre-listening activity on vocabulary learning and L2 listening comprehension test performance", TESL-EJ, 19(2), pp.1~18 (2015)
- Milman, N. B., "The flipped classroom strategy: What is it and how can it best be used?", Distance Learning, 9(3), pp.85~ (2012)
- Muldrow, K., "A new approach to language instruction–Flipping the classroom", The Language Educator, 11, pp.28~31 (2013)
- Nation, I. S. P., "Teaching and learning vocabulary" (2004), Foreign Language Teaching and Research Press
- EFL listening and speaking, "Teaching ESL", pp.2008, Nation, I. S. P.
- Schmitt, N., "Vocabulary in language teaching" (2000), Cambridge University Press
- Slomanson, W. R., "Blended learning : A flipped classroom experiment", Journal of Legal Education, 64(1), pp.93~ (2014)
- 성기완, "A Case Study on a Flipped Classroom in an EFL Content Course", 멀티미디어 언어교육, 18(2), pp.159~187 (2015), 한국멀티미디어언어교육학회[DOI]
- Teng, F., "Assessing the depth and breadth of vocabulary knowledge with listening comprehension", PASAA : Journal of Language Teaching and Learning in Thailand, 48, pp.29~56 (2014)
- Tucker, B., "The flipped classroom", Education Next, 12(1), pp.82~83 (2012)
- Ur, P., "Teaching listening comprehension" (1984), Cambridge University Press
- Vandergrift, L., "Recent developments in second and foreign language listening comprehension research", Language Teaching, 40(03), pp.191~210 (2007)
- Van Zeeland, H., "Incidental vocabulary acquisition through L2 listening : A dimensions approach", System, 41(3), pp.609~624 (2013)
- Wilson, J. J., "How to teach listening" (2008), Pearson Education
- "Flipped model of instruction in English as a second language classroom: A Kazakhstani perspective" (2016)[URL]
- Zhang, H., "The adjustment and effects of vocabulary teaching strategies in flipped classroom", Creative Education, 7(14), pp.1966~1973 (2016)
- Zhang, L., "Research on the practice of flipped class mode based on the platform of WeChat", Journal of US-China Public Administration, 13(5), pp.358~366 (2016)