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Improving EFL ninth graders’ reading comprehension through thieves learning strategy
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 232-258 (2022) (2022)
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IMPROVING ENGLISH VOCABULARIES THROUGH DERIVATIONAL MORPHEME
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 519-534 (2021) (2021)
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Yell Video Technique to Develop the Third Semester Students' Ability in Present tense
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In: ELT Worldwide: Journal of English Language Teaching, Vol 7, Iss 2, Pp 186-192 (2020) (2020)
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Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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Inter-professional practice to support effective language enrichment in primary school classrooms: an action research inquiry
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QUIGLEY, DUANA JOHANN. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. Discipline of Clin Speech & Language Studies, 2018
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| 7 |
USING SCAFFOLDING TECHNIQUE TO IMPROVE THE WRITING ABILITY OF THE 11TH GRADERS OF SMAN 5 MATARAM
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 5, Iss 2, Pp 95-113 (2017) (2017)
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| 8 |
Exploring a flipped classroom approach in a Japanese language classroom : a mixed methods study.
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Abstract:
A flipped classroom approach promotes active learning and increases teacherstudent interactions by maximizing face-to-face class time (Hamdan, McKnight, Mcknight, Arfstrom, & Arfstrom, 2013). In this study, “flipped classroom” is combined with the use of technology and is described as an instructional approach that provides lectures outside of class and student-centered, in-class active learning (Bergmann & Sams, 2013). When applied to a foreign language classroom, it allows instructors to incorporate both the explicit instruction (Sanz & Morgan-Short, 2005; Norris & Ortega, 2000) and interaction approaches (Swain, 2000; Ellis, 2012), which may facilitate the understanding of grammar and lead to language proficiency. The present study explored the effect of a flipped classroom approach in a Japanese language classroom to assess its effectiveness and feasibility. A concurrent embedded strategy of mixed methods was utilized to study two sections of the introductory Japanese language courses at a private university in Texas. One section was the experimental group (EG) with 19 students. The other section was the control group (CG) with 20 students. In order to establish a baseline of the students’ language skills, both sections were taught using a traditional lecture approach during the first half of the semester. A flipped classroom approach was implemented in the EG during the second half of the semester. Six types of instruments were utilized: (1) questionnaires, (2) measures of learning outcomes, (3) class observation, (4) oral production rating scale, (5) Blackboard statistics tracking, and (6) instructor’s daily journal. The present study found that a flipped classroom initially requires a significant time commitment to create lecture videos and prepare lessons; however, delivering instruction outside of class with lecture videos increased active classroom learning time, which in turn increased the number of classroom interactions. While quantitative statistics found no statistical difference between the EG and the CG in the students’ learning outcomes, descriptive analysis showed learning gains in the EG. In addition, qualitative data revealed that students expressed favorable attitudes towards the flipped classroom approach.
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Keyword:
Flipped classroom. Instructional approach. Technology. Foreign language. SCORE. Mixed method. Action research
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URL: http://hdl.handle.net/2104/9569
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| 9 |
Teaching subjects as languages: academic English development in the multilingual post-primary classroom
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Using action research to explore technology in language teaching: International perspectives
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| 11 |
Improving Pupils’ Attitude to English Learning and Cultural Understanding through Email Exchange: an Action Research Project in a Secondary School in Taiwan
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IMPROVING TEACHERS' PROFESSIONALISM THROUGH MATERIALS DEVELOPMENT, INFORMATION TECHNOLOGY AND CLASSROOM ACTION RESEARCH
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In: TEFLIN Journal, Vol 20, Iss 2, Pp 212-231 (2015) (2015)
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| 13 |
Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum
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Learner-centred science in Lesotho: adapting the ideal to adjust classroom practice
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| 15 |
Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis
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| 16 |
The role of research in interpreter education
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 2, Iss 1 (2010) (2010)
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國小一年級級任教師常規建立之行動研究 ; An action research about how to establish classroom rules and routine procedures for a teacher of first grade of elementary school
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Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis
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