VOCABULARY LEARNING IN THE MOBILE-ASSISTED FLIPPED CLASSROOM IN AN IRANIAN EFL CONTEXT
Languages of publication
The emergence of flipped instruction has provided new opportunities to improve English language learning. The present study attempted to investigate the effects of flipped learning strategy on enhancing the vocabulary knowledge of Iranian EFL learners. To this end, the authors assigned 26 learners from an English institute to the flipped and conventional groups. They adopted a two-group counterbalanced design in this research. In the flipped classroom, the teacher posted the course materials via Telegram in advance to the class. Inside the classroom, the participants engaged in various peer and group activities including pre-communicative sentence arrangement, communicative tasks, pair, and group discussion, role-play and storytelling. The data were from multiple data sources including a vocabulary knowledge test, a student-recorded portfolio and interviews. The results revealed that the participants performed better in the conventional classroom than the flipped learning classroom. However, they did not have positive attitudes toward inverted learning. The authors presented insights into the impacts of flipped instruction on the quality of vocabulary learning and offered recommendations and implications for future practice.
- Alhamami, M. (2019). Effectiveness of flipped language learning classrooms and students’ perspectives. Journal in English as a Foreign Language, 9(1), 71-86.
- Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161. DOI: 10.1080/17501229.2017.1394307
- Azar, A.S., & Nassiri, H. (2014). Learners’ attitudes toward the effectiveness of mobile-assisted language learning (MALL) in L2 listening comprehension. Procedia - Social and Behavioral Sciences, 98, 1836-1843.
- Baleghizadeh, S., & Oladrostam, E. (2010). The effect of mobile-assisted language learning (MALL) on grammatical accuracy of EFL students. MEXTESOL Journal, 34(2), 1-10.
- Bergmann, J., & Sams, A. (2014). Flipping for mastery. Educational Leadership, 71(4), 24-29.
- Dodigovic, M. (2005). Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis. Computer-Assisted Language Learning, 18(5), 443-455.
- Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.
- Flipped Learning Network, (2014). The four pillars of F-‐L-‐I-‐P™. Retrieved from The EDVOCATE, 2015.
- Formica, S.P., Easley, J.L. & Spraker, M.C., (2010). Transforming common-sense beliefs into Newtonian thinking through just-in-time teaching. Phys. Educ. Res. 6, 1-7.
- Fotouhi-Ghazvini, F., Earnshaw, R.A., & Haji-Esmaeili, L. (2009). Mobile assisted language learning in a developing country context. In H. Ugail, R. S. R. Qahwaji, R. A. Earnshaw, & P. J. Willis (Eds.), International Conference on CyberWorlds, 2009, CW’09 (pp. 391-397). Bradford, UK: IEEE.
- Fraga, L. M., & Harmon, J. (2014). The ﬂipped classroom model of learning in higher education: An investigation of preservice teachers’ perspectives and achievement. Journal of Digital Learning in Teacher Education, 31(1), 18-27.
- Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased pre-class preparation underlies student outcome improvement in the ﬂipped classroom. CBE-Life Sciences Education, 14(4), 1-8. https://doi.org/10.1187/cbe.15-02-0040.
- Haghighi, H., Jafarigohar, M., Khoshsima, H, & Vahdany, V. (2018). Impact of flipped classroom on EFL learners’ appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293. DOI:10.1080/09588221.2018.1504083
- Hsieh, S. J., Huang, Y. M., & Wu, V. & Marek, M. (2017) Using the flipped classroom to enhance EFL learning, Computer Assisted Language Learning, 30(1-2), 1-21, DOI: 10.1080/09588221.2015.1111910
- Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
- Hwang, G., Lai, C., & Wang, S. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. J. Compute. Educ., 2(4), 449-473. DOI 10.1007/s40692-015-0043-0
- Jafari, S., & Chalak, A. (2016). The role of WhatsApp in teaching vocabulary to Iranian EFL learners at junior high school. English Language Teaching, 9(8), 85-92.
- Kabiri, M., & Khatibi, M.B. (2013). Mobile-assisted language learning: Practices among Iranian EFL Learners. European Online Journal of Natural and Social Sciences, 2(2), 176-190.
- Kim, S. M., Khera, O., Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50. DOI: 10.1016/.iheduc.2014.04.003
- Li, J. (2010) Learning vocabulary via computer-assisted scaffolding for text processing. Computer-Assisted Language Learning, 23(3), 253-275, DOI: 10.1080/09588221.2010.483678
- Lin, C. C., & Yu, Y. C. (2016). Effects of presentation modes on mobile-assisted vocabulary learning and cognitive load. Interactive Learning Environments, 25(4), 1-15.
- Littlewood, W. (2004). The task-based approach: some questions and suggestions. ELT Journal, 58(4), 319-326.
- Lin, Y. N., Hsia, L. H., Sung, M. Y., and Hwang, G. H., (2018). Effects of integrating mobile technology-assisted peer assessment into flipped learning on students’ dance skills and self-efficacy. Interactive Learning Environments, 27(8), 995-1010. DOI:10.1080/10494820.2018.1461115
- McLaughlin, J., & Rhoney, D. (2015). Comparison of an interactive e-learning preparatory tool and a conventional downloadable handout used within a flipped neurologic pharmacotherapy lecture. Currents in Pharmacy Teaching and Learning, 7(1), 12-19.
- Mori, Y., Omori, M., & Sato, K. (2016). The impact of flipped online Kanji instruction on written vocabulary learning for introductory and intermediate Japanese language students. Foreign Language Annals, 49(4), 729-749.
- Mu, Z. (2017). Affordance-based mobile learning in a flipped classroom to enhance CFL learners’ oral proficiency: A comparative study. 2nd International Conference on Education, E-learning and Management Technology (EEMT) ISBN: 978-1-60595-473-8
- Oh, E. (2017). The effect of peer teaching via flipped vocabulary learning on class engagement and learning achievements. Multimedia-Assisted Language Learning, 20(3), 105-127.
- O’Flaherty, J. & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. DOI: 10.1016/j.iheduc.2015.02.002.
- Overmeyer, G. (2014). The Flipped Classroom Model for College Algebra: Effects on Student Achievement. Fort Collins, CO: Colorado State University.
- Ou-Yang, F. C., & Wu, W. C. V. (2017). Using mixed-modality vocabulary learning on mobile devices: Design and evaluation. Journal of Educational Computing Research, 54(8), 1043-1069.
- Perfume, Y. N. (2106). Exploring a Flipped Classroom Approach in a Japanese Language Classroom: A Mixed Methods Study (Unpublished Doctoral Dissertation). Waco, TX: Baylor University.
- Qing, Ma. & Kelly, P. (2006). Computer-assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19(1), 15-45.
- Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of platform. Language, Learning, and Technology, 14(2), 95-110.
- Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia-Assisted Language Learning, 18(2), 159-187.
- Toto, R., & Nguyen, H. (2009, October). Flipping the work design in an industrial engineering course. Paper presented at Annual Frontiers in Education Conference, San Antonio, TX.
- Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228.
- Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.
- Wang, Y. H., (2016). Could a mobile-assisted learning system support flipped classrooms for classical Chinese learning? Journal of Computer Assisted Learning, 32(5), 391-415.
- Webb, M., Doman, E., & Pusey, K. (2014). Flipping a Chinese university EFL course: What students and teachers think of the model. The Journal of Asia TEFL, 11(4), 53-87.
- Willis, J. (1996). A Framework for Task-Based Learning. London: Longman Addison Wesley.
- Yang, C. C. R. (2017). An investigation of the use of the ‘flipped classroom’ pedagogy in secondary English language classrooms. Journal of Information Technology Education: Innovations in Practice, 16, 1-20.
- Zhang, H. (2015). Information technology and digitalization of information media. Proceedings of International Conference on Intelligent Systems Research and Mechatronics Engineering (ISRME (pp. 1378- 1381). Amsterdam, Netherlands: Atlantis Press.
Publication order reference