Arab World English Journal (AWEJ) Volume 13. Number3. September 2022 Pp.170-184
DOI: https://dx.doi.org/10.24093/awej/vol13no3.11
Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English
Learning and its Relationships to Gender and Proficiency
Ruixian Ma
Language Academy, Faculty of Human Science and Humanities,
Universiti Teknologi Malaysia, Johor, Malaysia
&
Department of Foreign Language Education and Teaching,
Hebei Finance University, Hebei, China
Corresponding Author: ruixianma@outlook.com
Norhanim Abdul Samat
Language Academy, Faculty of Human Science and Humanities,
Universiti Teknologi Malaysia, Johor, Malaysia
Received: 06/21/2022 Accepted: 08/13/2022 Published:09/24/2022
Abstract:
The purpose of this study was to examine Chinese undergraduate students’ language learning strategy use in flipped English learning and the effect of gender and language proficiency on strategy use. It aimed to enrich the research on language learning strategies as well as the flipped classroom and render implications to EFL instructors on developing students’ language learning strategy use in flipped English learning. Research questions in this study revolved around identifying the most and least frequently used language learning strategies in Chinese undergraduate students’ flipped English learning, and the influence of gender as well as language proficiency on the frequency of students’ strategy use. In this study, the researchers employed random sampling to select 109 students enrolled in the flipped English course for non-English majors at H University in China. Oxford’s (1990) Strategies Inventory of Language Learning (SILL) was modified for a flipped classroom context and employed to collect data. T-tests and ANOVAs were used to analyze the data. The results revealed that participants employed language learning strategies with medium frequency in flipped English learning. While they employed social strategies the most frequently, they used metacognitive strategies the least frequently. Furthermore, the male and female participants were not significantly different in their strategy use. However, there was a significant difference in strategy use in relation to English language proficiency in that high proficiency students employed strategies more frequently than low proficiency students. Pedagogical implications are provided.
Keywords: Chinese Undergraduate Students, English language proficiency, flipped classroom, gender,
language learning strategy
Cite as: Ma, R., & Abdul Samat ,N. (2022). Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English Learning and its Relationships to Gender and Proficiency. Arab World English Journal, 13 (3) 170-184.
DOI: https://dx.doi.org/10.24093/awej/vol13no3.11
References
Abdullah, M.Y., Hussin, S., & Ismail, K. (2020). Does Flipped Classroom Model Affect EFL Learners’ Anxiety in English Speaking Performance? International Journal of Emerging Technologies in Learning, 16(1), 94-108. https://doi.org/10.3991/ijet.v16i01.16955
Abeysekera, L. & Dawson, P. (2014). 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
Almusharraf, N., & Bailey, D. R. (2021). A Regression Analysis Approach to Measuring the Influence of Student Characteristics on Language Learning Strategies. International Journal of Instruction, 14(4), 463-482. https://doi.org/10.1016/j.heliyon.2021.e06505
Alrashidi, O. (2022). Assessing Language Learning Strategies Employed by University English Major Students in Saudi Arabia. Cogent Education, 9(1), 1-19. https://doi.org/10.1080/2331186X.2022.2074935
Amjusfa, S. R., Yasin, B., & Muthalib, K. A. (2021). Language Learning Strategies Employed by Higher And Lower Achieving Students in Learning Speaking. English Education Journal, 12(2), 301-319. https://doi.org/10.24815/eej.v12i2.19468
Bećirović, S., Brdarević-Čeljo, A., & Polz, E. (2021). Exploring The Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, And Gender. Journal of Language and Education, 7(2), 93-106. https://doi. org/10.17323/jle.2021.10771
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Retrieved from https://www.readpbn.com/pdf/Flip-Your-Classroom-Reach-Every-Student-in-Every-Class-Every-Day-Sample-Pages.pdf
Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition. Retrieved from https://edisciplinas.usp.br/pluginfile.php/
4955310/mod_resource/content/1/Bishop_flipped%20classroom.pdf
Brame, C. J. (2013). Flipping the classroom. Available at http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 26(4), 3743-3769. https://doi.org/10.1007/s10639-021-10434-1
Damanik, J. Y. (2022). Language learning strategies used by Indonesian learners in IELTS. Studies in English Language and Education, 9(1), 62-77. https://doi.org/10.24815/siele.v9i1.21448
Degani, T., & Goldberg, M. (2019). How Individual Differences Affect Learning of Translation‐Ambiguous Vocabulary. Language Learning, 69(3), 600-651. https://doi.org/10.1111/lang.
12344
Fard, Z., Shahrokhi, M., & Talebinejad, M. R. (2021). The effect of flipped classroom on Iranian ESP students’ vocabulary learning, retention and attitude. International Journal of Foreign Language Teaching and Research, 9(35), 115-129.
Filiz & Benzet. (2018). A content analysis of the studies on the use of flipped classrooms in foreign language education. World Journal of Education, 8(4), 72-86. https://doi.org/10.5430/wje.v8n4p72
Ghufron, M. A., & Nurdianingsih, F. (2019). Flipped Teaching with Call in EFL Writing Class: How Does It Work and Affect Learner Autonomy?. European Journal of Educational Research, 8(4), 983-997.
Hou, Y. A. (2018). A study of the role of strategy in foreign language learning. Open Journal of Modern Linguistics, 8(05), 151-175. https://doi.org/10.4236/ojml.2018.85016
Huang, R. (2022). Motivating EFL Students in Learner-centered Classroom. In 8th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2021), 132-137. Atlantis Press. https://doi.org/10.2991/assehr.k.220306.021
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473. DOI: 10.1007/s40692-015-0043-0
Jaekel, N. (2020). Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency. International Review of Applied Linguistics in Language Teaching, 58(2), 195-220. https://doi.org/10.1515/iral-2016-0102
Jiao, Z., & Simon, A. (2022). A Correlational Study between Learning Strategy, Learning Anxiety, and Learning Motivation–based on Chinese Junior High School English Learning. RSU International Research Conference 2022, 95-107
Long, T. (2016). Development and Initial Validation of a Flipped Classroom Adoption Inventory in Higher Education (Unpublished Doctoral dissertation). University of Tennessee.
Masadeh, T. S. (2021). The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates. International Journal of Pedagogy and Teacher Education, 5(2), 82-95. DOI: https://doi.org/10.20961/ijpte.v5i2.57290
Montero-SaizAja, A. (2021). Gender-based Differences in EFL Learners’ Language Learning Strategies and Productive Vocabulary. Theory and Practice of Second Language Acquisition, 7(2), 83-107. https://doi.org/10.31261/TAPSLA.8594
Noormohamadi, R. (2009). On the Relationship Between Language Learning Strategies and Foreign Language Anxiety. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 39-52.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House
Oxford, R. L. (2003). Language Learning Styles And Strategies: An Overview. Available at
https://www.researchgate.net/publication/254446824_Language_learning styles_and_strategies_An_overview.
Oxford, R. L. (2011). Teaching and researching: Language learning strategies. Harlow: Longman.
Oxford, R. L. & Ehrman, M. (1993). Second Language Research on Individual Differences. Annual Review of Applied Linguistics, 13, 188-205.
Pawlak, M., & Oxford, R. L. (2018). Conclusion: The future of research into language learning strategies. Studies in Second Language Learning and Teaching, 8(2), 525-535. DOI: 10.14746/ssllt.2018.8.2.15
Prokop, M. (1989). Learning Strategies for Second Language Users: An Analytical Approach with Case Studies. Lewiston, NY: The Edwin Mellen Press.
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6), 590-606. https://doi.org/10.1080/0958
8221.2019.1584117
Vitta, J., & Woollock, A.R. (2019). Improving Korean university EFL program instruction through language
learning strategy research. Asian EFL Journal, 21(2), 113-138
Wahib, M., & Tamer, Y. (2021). Exploring the Effect of the Flipped Classroom Model on EFL Phonology Students’ Academic Achievement. International Journal of Language and Literary Studies, 3(2), 37-53. https://doi.org/10.22034/JRTLE.2022.150880
Wanner, T., & Palmer, E. (2015). Personalizing learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369. https://doi.org/10.1016/j.compedu.2015.07.008
Webb, M., & Doman, E. (2020). Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33(3), 240-274. https://doi.org/10.1080/09588221.2018.1557692
Wu, Y. (2021). English Classroom Face-to-face and Online Discussion Based on Information Technology. In 2021 2nd International Conference on Information Science and Education (ICISE-IE), 276-281. IEEE. DOI: 10.1109/ICISE-IE53922.2021.00071
Wu, W., & Ma, Q. (2022). Online learner communities for fostering autonomous learning beyond the classroom. In Reinders, H., Lai, C., & Sundqvist, P. (ed.), The Routledge Handbook of Language Learning and Teaching Beyond the Classroom (pp. 258-270). Routledge. DOI: 10.4324/9781003048169-21
Xue, S. (2015). Language learning strategy use of Chinese EFL students in relation to gender. Sociology and Anthropology, 3(5), 259-268. DOI: 10.13189/sa.2015.030502
Yount, R. (2006). Research design and statistical analysis for Christian ministry I: Research fundamentals (4th ed). Available at https://documents.pub/document/00front4th.html.
Zhen, Z., (2018). On the Relationship of Students’ English Learning Beliefs and Learning Strategy in the University, Journal of Language Teaching and Research, 9 (1), 175-180.http://dx.doi.org/10.17507/jltr.0901.22
Zhou, C., & Intaraprasert, C. (2015a). Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types. English Language Teaching, 8(1), 155-169. http://dx.doi.org/10.5539/elt.v8n1p155
Zhou, C., & Intaraprasert, C. (2015b). Language learning strategies Employed by English-major pre-service Teachers with Different Levels of Language Proficiency. Theory and Practice in Language Studies, 5(5), 919-926. http://dx.doi.org/10.17507/tpls.0505.05
Zou, B., & Supinda, L. (2022). Oxford’s Strategy Inventory for Language Learning: English Learning of Chinese Students in Thai University. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 705-723.