Using the flipped classroom to enhance EFL learning

Abstract

Instruction in English is a priority around the globe, but instructional methodologies have not always kept pace with the changing needs of students. To explore the benefits of the flipped classroom model for learners of English as a Foreign Language, the researchers used flipped learning and Wen's Output-driven/Input-enabled model to design a holistic oral training course that included extensive online written and verbal communication for the learning of a wide range of English idioms. The participants were 48 sophomore English majors in two required English oral training classes. A within-subjects research design exposed all participants to learning English idioms by flipped learning, using the LINE smartphone app, and by conventional instruction. A mixed research method was employed, using multiple sources of data collection, including pre- and post-tests on idioms, two questionnaires (“Perception of Flipped Learning Experience” and “Technology Acceptance Model”), the teachers' in-class observations, and semi-structured focus-group interviews. The results revealed that the theory-based flipped instruction using online written and oral interaction not only enhanced the participants' motivation, making them more active in using idioms in class, but also significantly improved their idiomatic knowledge, indicating that the flipped learning was successful in achieving the instructional goals of the class. The authors present insights into the impact of theory-based flipped learning on motivation and idiomatic acquisition; student impressions of the online platform used, LINE; and offer recommendations for practice.

Keywords:

• flipped classroom
• idiomatic acquisition
• oral training
• MALL
• LINE

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Jun Scott Chen Hsieh

Scott Chen Hsieh is currently a PhD student of the Graduate Institute of Network Learning Technology at National Central University in Taiwan. His recent research areas include flipped learning, mobile learning, intercultural telecollaboration, cultural awareness, and online learning community.

Wen-Chi Vivian Wu

Vivian Wu is a professor of the Department of English Language, and director of CALL R&D Center at Providence University in Taiwan. She has published extensively in CALL related journals while also serving on the editorial boards of several prestigious journals. Her recent research areas include application of technology in EFL instruction, flipped learning, mobile learning, cross-cultural communication, and teaching assistant robots. Over the past few years, she has integrated international experiences into her conversation and writing courses linking her students with college students and university professors in America.

Michael W. Marek

Michael W. Marek is a full professor in the Department of Communication Arts at Wayne State College, Wayne, Nebraska, USA. He teaches communications and media-related courses and applies his media and technology expertise to EFL and inter-cultural communication. He has several SSCI journal publications, international conference presentations, and has presented conference keynote addresses related to technology for EFL teaching and learning. He reviews for Computer Assisted Language Learning, System, and Applied Linguistics. Most recently he has concentrated on meta-analysis of Mobile Assisted Language Learning research, student privacy in social media applications used for language learning, and conceptual papers about technology for CALL/TESOL.