Flipped Learning/Classroom in EFL Setting

Flipped learning (flipped classroom) is a term that refers to the flip between in-class activities with outside the class activities. It is based on the fact that educators do not have sufficient time to explain what should be explained just in class time.

Myriad studies that investigate flipped learning (flipped classroom) have been conducted and majority of them fall into positive results. Here are the research results under the domain of English as foreign language teaching.

Flipped Learning/Flipped Classroom: Resources

Here are some academic resources that you can read to deepen your knowledge on flipped learning/classroom.

  • Goedhart, N. S., Blignaut-van Westrhenen, N., Moser, C., & Zweekhorst, M. B. M. (2019). The flipped classroom: Supporting a diverse group of students in their learning. Learning Environments Research, 22(2), 297–310. https://doi.org/10.1007/s10984-019-09281-2
  • Hsieh, B. (2017). Appendix C: An Example of a Course Structure Explanation Using Text. In L. Santos Green, J. R. Banas, & R. A. Perkins (Eds.), The Flipped College Classroom. Springer International Publishing. https://doi.org/10.1007/978-3-319-41855-1
  • Hung, H.-T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, 72(3), 296–308. https://doi.org/10.1093/elt/ccx055
  • Judd, L. M., Orlando, E. F., & Balcom, S. A. (2017). Comparing student learning outcomes in a flipped classroom to a traditional lecture pedagogy in applied animal physiology. Journal of Animal Science, 95(suppl_4), 352–352. https://doi.org/10.2527/asasann.2017.723
  • le Roux, I., & Nagel, L. (2018). Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens. International Journal of Educational Technology in Higher Education, 15(1), 16. https://doi.org/10.1186/s41239-018-0098-x
  • Lee, G., & Wallace, A. (2018). Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372
  • McLean, S., & Attardi, S. M. (2018). Sage or guide? Student perceptions of the role of the instructor in a flipped classroom. Active Learning in Higher Education, 146978741879372. https://doi.org/10.1177/1469787418793725
  • Mehring, Jeffrey. (2018). The Flipped Classroom. In Jeff Mehring & A. Leis (Eds.), Innovations in Flipping the Language Classroom (pp. 1–9). Springer Singapore. https://doi.org/10.1007/978-981-10-6968-0_1
  • Moranski, K., & Henery, A. (2017). Helping Learners to Orient to the Inverted or Flipped Language Classroom: Mediation via Informational Video. Foreign Language Annals, 50(2), 285–305. https://doi.org/10.1111/flan.12262
  • Mortensen, C. J., & Nicholson, A. M. (2015). The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. Journal of Animal Science, 93(7), 3722–3731. https://doi.org/10.2527/jas.2015-9087
  • Ozdamli, F., & Asiksoy, G. (2016). Flipped Classroom Approach. World Journal on Educational Technology, 8(2), 98. https://doi.org/10.18844/wjet.v8i2.640
  • Rhees, J. (2013). Implementing the Flipped Classroom Ideology Improves Active Learning Behaviors and Participation in Undergraduate Medical Laboratory Science Education. American Journal of Clinical Pathology, 140(suppl 1), A035–A035. https://doi.org/10.1093/ajcp/140.suppl1.035
  • Riddle, E., & Gier, E. (2019). Flipped Classroom Improves Student Engagement, Student Performance, and Sense of Community in a Nutritional Sciences Course (P07-007-19). Current Developments in Nutrition, 3(Supplement_1), nzz032.P07-007-19. https://doi.org/10.1093/cdn/nzz032.P07-007-19