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FLIPPED ESL TEACHER PROFESSIONAL DEVELOPMENT: EMBRACING CHANGE TO REMAIN RELEVANT

100%
Razak R. A., Kaur D., Halili S. H., Ramlan Z.
Teaching English with Technology
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2016
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vol. 16
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issue 3
85-102
EN
Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers’ professional development. Literature has revealed many shortcomings of the traditional and online professional development programs that are widely conducted; thus, an implementation framework of flipped professional development program is proposed in this paper, based on Malaysian educational practices. Integrated theories of Zone Proximal Teacher Development (ZPTD) and revised Bloom’s Taxonomy are adapted in designing the Flipped Teacher Professional Development (FiT-PD). The implementation of the FiT-PD program is conducted in the four Train-to-Learn (TL) stages; remembering and understanding (TL-1) conducted in face-to face mode, applying and analysis (TL-2) conducted via online, evaluation (TL-3) conducted in face-to-face mode and finally creating (TL-4) conducted via online. Thus, the paper recommends an implementation framework of flipped teacher professional development. The recommendations assist educational policymakers to strategize better planning and organize flipped professional teacher professional development (Fit-PD) for ESL teachers.
2
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VOCABULARY LEARNING IN THE MOBILE-ASSISTED FLIPPED CLASSROOM IN AN IRANIAN EFL CONTEXT

100%
Jalili S., Khalaji H., Ahmadi H.
Teaching English with Technology
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2020
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vol. 20
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issue 4
82-95
EN
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.
3
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Principi del «flipped learning» per lo sviluppo dell’interazione orale a livello B1 in italiano come lingua straniera

100%
Mertelj D.
Studia Romanica Posnaniensia
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2020
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vol. 47
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issue 2
67-79
PL
The paper first brings an overview of spoken interaction in FL and flipped learning principles. This overview is followed by a thorough didactic report on how these two processes can be merged, how teaching materials can be prepared, and how the teaching and learning process can be systematically developed in order to extensively support learners’ efforts to speak at level B1 in Italian as a FL. Both positive and less positive aspects of a one-semester project are discussed. Finally, some conclusive glotodidactic implications stemming from the experience are proposed.
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ДО ПРОБЛЕМИ РЕАЛІЗАЦІЇ ТЕХНОЛОГІЇ КООПЕРАТИВНОГО НАВЧАННЯ В ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ

63%
Сідун М. я.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
339-347
EN
The article analyzes the relationship between the classic cooperative learning techniques and such innovative techniques as blended learning and flipped learning. Cooperative team teaching technique is highlighted. The peculiarities of interrelation between these techniques within the professional language teachers training are identified. The usage of classic cooperative learning techniques in the process of structuring flipped, blended, and cooperative team teaching classes is identified as a useful tool in a student-oriented classroom. Examples of the relevant tasks with the usage of these techniques on the basis of professional disciplines are given (on the basis of methods of a foreign language teaching, methods of foreign literature teaching, and theory of education). The main idea of TCL structured by the teacher collaboration of those who learns with the purpose of development of educational material and the development of social skills. The rapid spread of computer and information technology makes it possible to use computers, smartphones and other mobile devices to organize cooperation on the Internet. Special honors of these technologies is the ability to use both mixed and upside learning, and increasing interactivity in the cooperative team teaching. Blended learning requires the use of classical technologies of cooperative learning in class and, accordingly, the elements of cooperative learning in the process of online collaboration. Today there are a number of online educational resources for structuring cooperation in the process of learning a foreign language. The tasks focus not only on the structure but also on the possibilities of incorporating them into the process of future work in schools. The tasks also highlight the specific XXI century skills, which could be developed in the process of task completion, and include examples of media resources which can be used within suggested mode of work. However, at present time requires further study the use of cooperative learning technologies in the conditions of extracurricular learning, improve self-test mechanisms within the relevant technologies, the possibilities of using such means as academic learning situation.
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