Flipping the classroom for English language learners to foster active learning

Abstract

This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners’ academic performance, learning attitudes, and participation levels. Adopting a quasi-experimental design, three different formats for flip teaching were developed in this study. The results indicate that the structured and semi-structured flip lessons were more effective instructional designs than the non-flip lessons. With a varying extent, both the structured and semi-structured flip lessons helped the students attain better learning outcomes, develop better attitudes toward their learning experiences, and devote more effort in the learning process. Given the positive results, this paper concludes with a call for more research into this promising pedagogy to contribute to its knowledge base across disciplines.

Keywords:

• flipped classroom
• active learning
• WebQuest

Acknowledgements

The author is grateful to the anonymous reviewers for their insightful comments on earlier drafts of this article. Special thanks go to Dr. Yu-Chuan Joni Chao for her advice on the interpretation of the data.

Additional information

Funding

This research was sponsored by the National Science Council of Taiwan [grant number NSC102-2511-S327-001-MY2].

Notes on contributors

Hsiu-Ting Hung

Hsiu-Ting Hung is an associate professor in the Department of English, National Kaohsiung First University of Science and Technology, Taiwan. She holds a PhD in language and literacy education from the University of Georgia, USA. Her current research interests focus on multimedia learning, language teacher education, and digital game-based language learning. Her work has been published in British Journal of Educational Technology (BJET), Innovations in Education and Teaching International (IETI), Teaching and Teacher Education (TATE), Asia Pacific Education Review (APER), among other international educational journals.