Arab World English Journal (AWEJ) Volume 12. Number4 December 2021 Pp. 476-486
DOI: https://dx.doi.org/10.24093/awej/vol12no4.31
Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study
Natalia Ivanytska
Department of Foreign Philology and Translation, Vinnytsia Institute of Trade and Economics of Kyiv
National University of Trade and Economics, Vinnytsia, Ukraine
Larysa Dovhan
Department of Foreign Philology and Translation, Vinnytsia Institute of Trade and Economics of Kyiv
National University of Trade and Economics, Vinnytsia, Ukraine
Nataliia Tymoshchuk
Department of Foreign Philology and Translation, Vinnytsia Institute of Trade and Economics of Kyiv
National University of Trade and Economics, Vinnytsia, Ukraine
Olga Osaulchyk
Department of Foreign Philology and Translation, Vinnytsia Institute of Trade and Economics of Kyiv
National University of Trade and Economics, Vinnytsia, Ukraine
Corresponding Author: aulolga55@gmail.com
Nataliia Havryliuk
Department of Foreign Philology and Translation, Vinnytsia Institute of Trade and Economics of Kyiv
National University of Trade and Economics, Vinnytsia, Ukraine
Received: 9/20/2021 Accepted: 12/1/2021 Published:12/15/2021
Abstract:
The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher’s role to being ‘a facilitator’ and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the Department of Foreign Philology and Translation of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, evaluation of students’ performance, attendance, and attitude to the study. In order to verify results of the research, a descriptive statistical and analytical method was applied. The study results reveal that implementation of flipped learning made the educational process more effective and innovative as it improved students’ progress in language learning performance, increased their motivation and involvement, and made them more interested in learning English.
Keywords: assessment, effective implementation, facilitator of the learning process, flipped learning, innovative teaching method, Learning Management System, Ukraine’s EFL students
Cite as: Ivanytska, N., Dovhan, l., Tymoshchuk, N. , Osaulchyk, O.,& Havryliuk, N. (2021). Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study. Arab World English Journal, 12 (4) 476-486.
DOI: https://dx.doi.org/10.24093/awej/vol12no4.31
References
Abdullah, M. Y., Hussin, S., & Kemboja, I. (2021). Does Flipped Classroom Model Affect EFL Learners’ Anxiety in English Speaking Performance? International Journal of Emerging Technologies in Learning, 16(1), 94-108. http:/doi.org/10.3991/ijet.v16i01.16955
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning (IJET), 14(09), 130. https://doi.org/10.3991/ijet.v14i09.10348
Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (2017). Indonesian EFL students’ perceptions on the implementation of flipped classroom model. Journal of Language Teaching and Research, 8(3), 476. https://doi.org/10.17507/jltr.0803.05
Al-Harbi, S.S, & Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students’ Performances and Attitudes. English Language Teaching, 9(10), 60-80. http://dx.doi.org/10.5539/elt.v9n10p60
Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Journal of Language and Linguistic Studies, 16(2), 775-797. http://doi.org/ 10.17263/jlls.759300
Bane, J. (2014). Flipped By Design: Flipping the Classroom Through Instructional Design. Ohio: The Ohio State University.
Basal, A. (2015). The Implementation of a Flipped Classroom in Foreign Language Teaching. Turkish Education Online Journal of Distance -TOJDE, 16(4), 28-37. https://doi.org/10.17718/tojde.72185
Bergmann, J., & Sams, A. (2012). Flip your Classroom: Reach Every Student in Every Class Every Day Jonathan. International Society for Technology in Education. Washington DC: International Society for Technology in Education World.
Bezzazi, R. (2019). Learning English Grammar Through Flipped Learning. The Asian Journal of Applied Linguistics, 6, 170-184.
Chatta, B. S., & Haque, M. I. (2020). Improving Paragraph Writing Skills of Saudi EFL University Students Using Flipped Classroom Instruction. Arab World English Journal (AWEJ). Special Issue on CALL, 6, 228- 247. https://dx.doi.org/10.24093/awej/call6.15
Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. https://doi.org/10.1016/j.compedu.2014.07.004
Choe, E., & Seong, M. H. (2016). A Case Study of the Flipped Classroom in a Korean University General English Course. Journal of Pan-Pacific Association of Applied Linguistics, 20(2), 71-93.
Hamdani, M. (2019). Effectiveness of Flipped Classroom (FC) Method on the Development of English language learning of the high School Students in Ahwaz. International Journal of Applied Linguistics & English Literature, 8(2), 12-20.
iFLIP Project (2017). Adult Learners Needs Analysis Report. Survey Results and Conclusions. Retrieved from http://projectiflip.eu/wp-content/uploads/2018/05/ifLIP_IO2_Adult-Learners-needs-analysis-report.pdf
Ivanytska, N., Tymoshchuk, N., Dovhan, L., Osaulchyk, O., & Havryliuk, N. (2021). Effectiveness of digital resources in the learning management system within online education of future entrepreneurs. Journal of Entrepreneurship Education, 24(4). 1-8. Retrieved from: https://www.abacademies.org/articles/effectiveness-of-digital-resources-in-the-learning-management-system-within-online-education-of-future-entrepreneurs-10533.html
Konoplianyk, L., & Melnykova, K. (2019). Application of the “flipped classroom” technology when teaching a professional foreign language. Bulletin of the National Aviation University. Series: Pedagogy. Psychology, 2(15), 38-45.
Li, H., & Zhang, Y. (2016). Application of Flipped Classroom in Medical Oral English Teaching. Eighth International Conference on Measuring Technology and Mechatronics Automation (ICMTMA), 11-12 March, 105-108. https://doi.org/10.1109/ICMTMA.2016.34
Mahalli, Nurkamto J., Mujiyanto, J. & Yuliasri, I. (2019). The Implementation of Station Rotation and Flipped Classroom Models of Blended Learning in EFL. Learning. English Language Teaching, 12(12), 23-29. DOI:10.5539/elt.v12n12p23
Qader, R.O., & Arslan, F.Y. (2019). The Effect of Flipped Classroom Instruction in Writing: A Case Study with Iraqi EFL Learners. Teaching English with Technology, 19(1), 36-55.
- Rajesh, M. (2015). Revolution in communication technologies: impact on distance education. Turkish Online Journal of Distance Education-TOJDE, 16(1), 62-88.
Rakic, S., Tasic, N, Marjanovic, U., Softic, S., Lüftenegger, E. & Turcin, I. (2020). Student Performance on an E-Learning Platform: Mixed Method Approach. International Journal of Emerging Technologies in Learning (iJET). 15(2), 187-203. DOI:10.3991/ijet.v15i02.11646
Saitta, E., Morrison, B., Waldrop, J., & Bowdon, M. (2016). Introduction: Joining the Flipped Classroom Conversation. In J. Waldrop, & M. Bowdon (Eds.). Best Practices for Flipping the College Classroom (pp. 1-16). New York: Routledge.
Santikarn, B., & Wichadee, S., (2018). Flipping the Classroom for English Language Learners: A Study of Learning Performance and Perceptions. iJET. 13(9), 123-135.
Strayer, J. (2012). How learning in an inverted classroom influences
cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. Doi:10.1007/s10984-012-9108-4
Thaichay, T., & Sitthitikul, P. (2016). Effects of the flipped classroom instruction on language accuracy and learning environment: A case study of Thai EFL upper-secondary school students. Rangsit Journal of Educational Studies, 3(2), 35-64.
Thoo, A. C., Hang, S. P., Lee, Y. L., & Tan, L. C. (2021). Students’ Satisfaction Using E-Learning as a Supplementary Tool. International Journal of Emerging Technologies in Learning, 16(15), 16-31. https://doi.org/10.3991/ijet.v16i15.23925
Webb, M., & Doman, E. (2016). Does the Flipped Classroom Lead to Increased Gains on Learning Outcomes in ESL/EFL Contexts. CATESOL Journal, 28(1), 39-67.
Wu, W.C. V., Chen, H. J. S., & Yang, J. C. (2017). Creating an Online Learning Community in a Flipped Classroom to Enhance EFL Learners’ Oral Proficiency. Educational Technology & Society, 20(2), 142-157.
Yu, Z. & Wang, G. (2016). Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class. Educational Technology & Society, 19(2), 298-312.