Flipped classroom in teaching english as a foreign Language to adult learners
Metadatos
Mostrar el registro completo del ítemAutor
Birová, LenkaEditorial
Universidad de Granada
Director
Ruiz Cecilia, RaúlDepartamento
Universidad de Granada. Programa de Doctorado en Ciencias de la EducaciónMateria
Flipped Classroom Active learning English language teaching 21st century education Information communication technologies Inverted teaching Blended learning
Fecha
2021Fecha lectura
2021-02-18Referencia bibliográfica
Birová, Lenka. Flipped classroom in teaching english as a foreign Language to adult learners. Granada: Universidad de Granada, 2021. [http://hdl.handle.net/10481/66759]
Patrocinador
Tesis Univ. Granada.Resumen
Despite being a relatively novel concept, Flipped Classroom has already gathered
masses of followers from among the ranks of teachers, as well as attracted attention
among the educational scientists all over the world. The effects of Flipped Classroom have
been tested across the spectrum of school subjects and age groups in general, as well as
for the uses for teaching the English language in particular. However, as far as I am aware
a study comparing Flipped Classroom to non-flipped active-learning based teaching of the
English language was missing and thus that is what I set out to investigate.
Building upon the foundations of the pilot study that I conducted in 2016 at the
University of Granada (Spain), I set up an experiment in which 36 undergraduate students
from the University of Trnava, Slovakia, underwent intervention in the form of Flipped
Classroom strategy during a compulsory course of the English language. The study had a
semi-experimental pre-test/post-test design and, to closer reflect the everyday reality of a
typical teacher, the pre-class materials were not created by myself but instead selected
from the databases of YouTube.
The results show that Flipped Classroom had a statistically significant positive effect on
the participants' English language proficiency in general, as well as on their listening,
grammatical, and communicative proficiency in particular. In terms of listening skills Flipped
Classroom was also found to have more positive effects than the non-flipped active-learning based teaching strategy used in to control group, and the difference was statistically
significant. For the other investigated language skills, as well as overall English language
proficiency, Flipped Classroom was also found to have yielded more positive results than
active learning strategy, however, the difference between the two was not statistically
significant.
The participants of the experiment mostly reported highly positive views of their
experience, stressing in particular the positive effects of flipped teaching on their
communicative ability.
Despite the positive results of here-presented study, much remains to be
investigated about the effects of Flipped Classroom strategy in comparison to activelearning
strategy. A variety of different learner characteristics, different types of ELT
curriculum upon which a language class may be built, the size of participant group as well
as the length of the intervention period, cultural and age variables, all of those and more
may present avenues for future research.
Based on my study I feel confident to conclude that Flipped Classroom is beneficial
for teaching and learning the English language. Seeing as, globally, we find ourselves in the
midst of a pandemic that largely forced us into quick adoption of distance learning, I
believe now is the high time for the adoption of this type of teaching by the wider
educational community as well.