Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning

Abstract

This study investigates self-reported attitudes about technology-enhanced language learning in the flipped classroom across borders in three tertiary-level contexts. As a method to address students’ needs for twenty-first century education, the flipped classroom pedagogical approach was chosen to explore student attitudes towards technology for language learning in credit-bearing language courses in USA and Macau and non-credit-bearing courses in Colombia. This study implemented an experimental design with a mixed methods approach for data collection. Data was collected from a technology survey, focus group sessions, and reflective essays. Before each class, students in the experimental groups in all three countries previewed lessons and engaged in activities through online videos and screencasts in order to better prepare for in class activities. Results showed that the USA experimental group showed a statistically significant difference in all self-reported attitudes in using technology for language learning overtime. Between groups statistical analyses found flipped classrooms experienced a statistically significant different change in self-reported attitudes on instrumentality, digital literacy, and anxiety. Overall, students in the USA and Columbian contexts may have less anxiety about using technology for language learning in a flipped classroom, and the flipped classroom may positively impact students’ attitudes towards technology in Columbia, Macau, and USA.

Keywords:

• Flipped classroom
• learner attitudes
• technology-enhanced language learning
• computer-assisted language learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 Egbert, Herman, and Chang (2018) use TELL and CALL as synonyms as do the authors of this study.

Additional information

Notes on contributors

Marie Webb

Marie Webb is a doctoral candidate in English Composition and Applied Linguistics at Indiana University of Pennsylvania, and is interested in researching and learning more about writing teacher identity in Applied Linguistics and Composition. She has been teaching since 2010 in a wide range of settings including California Community Colleges and Universities, and has international teaching experience in Seoul, South Korea, Tokyo, Japan, and Macau, China. In addition to her English language teaching, Marie has also taught Master’s level coursework at the University of San Diego’s Master of Education in TESOL program. She currently teaches online TESOL certificate courses at Anaheim University and within the English for Multilingual Students program at UC Santa Barbara.

Evelyn Doman

Evelyn Doman is an associate professor of TESOL in the School of Education at the University of Guam. Her research interests include teacher training, learner autonomy, and technology-enhanced language learning.