Effects of Flipped Classroom on High- and Low-achievers’ English Vocabulary Learning
3
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The flipped classroom, an approach that extends learning beyond the classroom, has been extensively and empirically researched in the science and math disciplines. However, whether the flipped classroom is feasible in senior high school education—where variation in student performance is of particular concern—has yet to be examined. In this light, this study set out to verify the feasibility and effectiveness of the flipped classroom in high school education, and to compare its effects with conventional lecture-based instruction on high school students with different levels of foreign language (English) vocabulary knowledge. After six weekly sessions, it was found that both methods of instruction were effective in promoting vocabulary gains. However, the flipped classroom was better able to reduce variation among students in a multi-level class. Importantly, although both high and low achievers benefited from the flipped classroom instruction and were left with a positive attitude toward the additional workload it entailed, the effect of the flipped classroom seems to be more manifest in low achievers. Based on the above findings and the results of questionnaire data, the pedagogical implications are discussed.
Abstract
The flipped classroom, an approach that extends learning beyond the classroom, has been extensively and empirically researched in the science and math disciplines. However, whether the flipped classroom is feasible in senior high school education—where variation in student performance is of particular concern—has yet to be examined. In this light, this study set out to verify the feasibility and effectiveness of the flipped classroom in high school education, and to compare its effects with conventional lecture-based instruction on high school students with different levels of foreign language (English) vocabulary knowledge. After six weekly sessions, it was found that both methods of instruction were effective in promoting vocabulary gains. However, the flipped classroom was better able to reduce variation among students in a multi-level class. Importantly, although both high and low achievers benefited from the flipped classroom instruction and were left with a positive attitude toward the additional workload it entailed, the effect of the flipped classroom seems to be more manifest in low achievers. Based on the above findings and the results of questionnaire data, the pedagogical implications are discussed.
참고문헌 (30)
- Abdelhalim, S. M., "Developing EFL students‟ reading comprehension and reading engagement : Effects of a proposed instructional strategy", Theory and Practice in Language Studies, 7(1), pp.37~48 (2017)
- Al‐Zahrani, A. M., "From passive to active : The impact of the flipped classroom through social learning platforms on higher education students‟ creative thinking", British Journal of Educational Technology, 46(6), pp.1133~1148 (2015)
- Bishop, J. L., "The flipped classroom: A survey of the research", ASEE National Conference Proceedings, 30(9), pp.1~18 (2013)
- Bergmann, J., "Flip your classroom: Reach every student in every class every day" (2012), International Society for Technology in Education
- Butt, A., "Student views on the use of a flipped classroom approach : Evidence from Australia", Business Education & Accreditation, 6(1), pp.33~71 (2014)
- Shing-Lung Chen, "High and Low Achievers’ Accepted Workload, Preferred Work Form, and Perceived Usefulness in Flipped Classrooms", Journal of Asia TEFL, 16(1), pp.294~306 (2019), 아시아테플
- Chen-Hsieh, J. S., "Using the flipped classroom to enhance EFL learning", Computer Assisted Language Learning, 30(1-2), pp.1~21 (2016)
- Chen, P. Y., "An analysis of the 2018 national curriculum: The last mile for flipped class room", Education, Parenting Family Life Style, 78 (2016)
- Clark, K. R., "The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom", Journal of Educators Online, 12(1), pp.91~115 (2015)
- Dale, E., "Audiovisual methods in teaching", pp.108~ (1969), Holt, Rinehart Winston
- Farenga, S. J., "Encyclo pedia of educ ation and human development" (2005), M.E. Sharpe
- Fautch, J. M., "The flipped classroom for teaching organic chemistry in small classes: Is it effective?", Chemistry Education Research and Practice, 16(1), pp.179~186 (2015)
- "The flipped learning model: A white paper based on the literature review" (2013)[URL]
- Herreid, C. F., "Case studies and the flipped classroom", Journal of College Science Teaching, 42(5), pp.62~66 (2013)
- Hung, H. T., "Flipping the classroom for English language learners to foster active learning", Computer Assisted Language Learning, 28(1), pp.81~96 (2015)
- Lucas Kohnke, "Using Mobile Vocabulary Learning Apps as Aids to Knowledge Retention: Business Vocabulary Acquisition", Journal of Asia TEFL, 16(2), pp.683~690 (2019), 아시아테플
- Kong, S. C., "Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms : An experience of practicing flipped classroom strategy", Computers & Education, 78, pp.160~173 (2014)
- Jhong, S. L., "Input and activity design in a flipped classroom", Open Education Resear ch, 19(1), pp.58~65 (2013)
- Johnson, D. W., "An educational psychology succes s story : Social interdependence theory and coope r ative learning", Education al Researcher, 38, pp.365~379 (2009)[DOI]
- Lai, C. L., "A self-regulated flipped classroom approach to improving students‟ learning performance in a mathematics course", Computers & Education, 100, pp.126~140 (2016)
- Mok, H. N., "Teaching tip : The flipped classroom", Journal of Information Systems Education, 25(1), pp.7~11 (2014)
- Revesz, A., "Working memory and the o bserved effectiveness of recasts on dif ferent L2 outc ome measures", Language Learning, 62(1), pp.93~132 (2012)
- Syu, S. Y., "Flipping an elementary school EFL course", Journal of Hunan First Normal University, 15(6), pp.4~9 (2015)
- Mark Feng Teng, "Flipping the Classroom and Tertiary Level EFL Students’ Academic Performance and Satisfaction", Journal of Asia TEFL, 14(4), pp.605~620 (2018), 아시아테플
- "I think, I try I teach, I tweak" (2015)[URL]
- Wang, S. D., "Flipped classroom in college: A case study of an ESP course", Modern Educational Technology, 23(8), pp.11~16 (2013)
- Wacha R., "Testing the efficacy of two new variants of recasts with standard recasts in communicative conversational settings : An exploratory longitudinal study", Language Teaching Research, 21(2), pp.189~216 (2017)
- Marie Webb, "Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model", Journal of Asia TEFL, 11(4), pp.53~84 (2014), 아시아테플
- Zhang, C. L., "Study of flipped classroom teaching mode", Distance Education Magazine, 4, pp.46~51 (2012)
- Zhang, D. Y., "English learning str ategies and autonomous learning", Foreign La nguage Teaching, 26(1), pp.49~55 (2005)