STUDENTS' PERCEPTIONS OF THE INCORPORATION OF FLIPPED LEARNING INTO L2 GRAMMAR LESSONS

• Authors: Noroozi Ahmad , Rezvani Ehsan , Ameri-Golestan Ahmad
• Languages of publication: EN

Keywords

EN

conventional classroom; flipped classroom; sociocultural theory of learning; students’ perception

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2021
• Volume: 21
• Issue: 1
• Pages: 112-130

Contributors

author

Noroozi Ahmad

• Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

author

Rezvani Ehsan

• Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

author

Ameri-Golestan Ahmad

• Majlesi Branch, Islamic Azad University, Isfahan, Iran

References

• Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: A materials development course. Computer Assisted Language Learning, 30(4), 204-222.
• Alsowat, H. (2016). An EFL flipped classroom teaching mode: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
• Amiryousefi, M. (2017). The differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: transferability of task-based linguistic skills in focus. Computer Assisted Language Learning, 30(8), 1-21.
• Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Eugene, OR: International Society for Technology in Education.
• Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, 58(25), 16-18.
• Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2015). The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 6, 15-21.
• Bhagat, K, Cheng-Nan, C, & Chun-Yen, C. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134-142.
• Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE national conference proceedings, Atlanta, GA, 30(9), 1-18. Retrieved from http://www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
• Blake, R. J. (2008). Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, D.C: Georgetown University Press.
• Bonnell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. Washington, DC: George Washington University Press.
• Chen Hsieh, J. S., Wu, C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.
• Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.
• Clintondale High School (2013). About Clintondale High School. Retrieved 01 April, 2017 from http://goo.gl/hiBlum.
• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-339.
• Egi, T. (2010). Uptake, modified output, and learner perceptions of recasts: Learner responses as language awareness. The Modern Language Journal, 94(1), 1-21.
• Fraser, B. J., & Treagust, D. F. (1986). Validity and use of an instrument for assessing classroom psychosocial environment in higher education. Higher Education, 15(1/2), 37-57.
• Freeman, S., Eddy, S. L., Mcdonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases students’ performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111, 8410-8415.
• Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
• Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114.
• Gough, E., DeJong, D., Grundmeyer, T., & Baron, M. (2015). K-12 teacher perceptions regarding the flipped classroom model for instruction and learning. Journal of Educational Technology Systems, 45(3), 390-423.
• Greeno, J.G., Collins, A., & Resnick, L.B. (1996). Cognition and learning. In: R. Calfee & D. Berliner (Eds.), Handbook of Educational Psychology (pp. 15-46). New York: Macmillan Library Reference.
• Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175-193.
• Hung, H. T. (2015). Flipping the classroom for English Language Learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
• John-Steiner, V., & Mahn, H., (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(1), 3-4.
• Kalin, J. (2012). Doing what comes naturally? Student perceptions and use of collaborative technologies. International Journal for the Scholarship of Instruction and Learning, 6(10), 1-21. DOI: 10.20429/ijsotl.2012.060110
• Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
• Leis, A., Cooke, S., & Tohei, A. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer- Assisted Language Learning and Teaching (IJCALLT), 5(4), 37-51.
• McGivney-Burelle, J., & Xue, F. (2013). Flipping calculus. PRIMUS, 23(5), 477-486.
• Meyers, C., & Jones, T. B. (1993). Promoting Active Learning: Strategies for the College Classroom. San Francisco, CA: Jossey-Bass.
• Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30, 159-167.
• Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D. K. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE Life Sciences Education, 9(4), 473-481.
• Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: Evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Medical Education, 15(1), 15-27.
• Musallam, R. (2010). The Effects of Using Screen Casting as a Multimedia Pre-Training Tool to Manage theIntrinsic Cognitive Load of Chemical Equilibrium Instruction for Advanced High School Chemistry Students (Unpublished doctoral dissertation). San Francisco: The University of San Francisco. Retrieved from http://flipteaching.com/resources/Dissertation_Musallam.pdf
• 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.
• Papadopoulos, C., Santiago-Roman, A., & Portela, G. (2010). Work in progress—Developing and implementing an inverted classroom for engineering statics. Proceedings of 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC, October 27-30.
• Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. The Journal of the Learning Sciences, 13(3), 423-451.
• Rutherford, W. (2013). Consciousness-raising and universal grammar. Applied Linguistics, 6(2), 274-282.
• Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91(9), 1334-1339.
• Sezer, R. (2010). Pulling out all the stops. Education, 130(3), 416-423.
• Snyder, C., Paska, L. M., & Besozzi, D. (2014). Cast from the past: Using screen-casting in the social studies classroom. The Social Studies, 105(6), 310-314.
• Soleimani, E. (2019). Flipped vs. unplugged instruction: Sailing EFL learners’ oral proficiency through virtual and real learning communities. International Journal of Instruction, 12(3), 459-480.
• Strayer, J. F. (2007). The Effects of the Classroom Flip on the Learning Environment: A Comparison of Learning Activity in a Traditional Classroom and a Flip Classroom that Used an Intelligent Tutoring System (Unpublished doctoral dissertation). Columbus: Ohio State University. Retrieved from http://flipteaching.com/resources/Dissertation_Strayer.pdf
• Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
• U.S. Department of Education (2010). Evaluation of evidence-based practices in online learning. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-basedpractices finalreport.pdf.
• Uzunboylu, H., & Karagozlu, D. (2015). Flipped classroom: A review of recent literature. World Journal on Educational Technology, 7(2), 142-147.
• Vygotsky, L. (1978). Mind in Society: The Ddevelopment of Higher Psychological Process. Cambridge, MA: Harvard University Press.
• Wang, H. (2006). Teaching Asian students online: What matters and why? PAACE Journal of Lifelong Learning, 15, 69-84.
• Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
• Warter, P., & Dong, J. (2012). Flipping the classroom: How to embed inquiry and design projects into a digital engineering lecture. Paper presented at ASEE PSW Section Conference, California Polytechnic State University, San Luis Obispo.
• Wen, Q. F. (2008). On the output-driven hypothesis and reform of English-skill courses for English Majors. Foreign Language World, 2(2), 2-9.
• Wette, R. (2015). Teacher-led collaborative modelling in academic L2 writing courses. ELT Journal, 69(1), 71-80.
• Wood, D., Bruner, J.S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.