The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods Study
الموضوعات : Research in English Language Pedagogy
Maedeh Davari
1
,
Behdokht Mall-Amiri
2
1 - Department of English Language, Islamic Azad University, Central Tehran Branch, Tehran, Iran
2 - Department of English Language, Islamic Azad University, Central Tehran Branch, Tehran, Iran
الکلمات المفتاحية: speaking, flipped classroom, Fluency, Complexity, Accuracy,
ملخص المقالة :
This study investigated the effect of the flipped classroom on intermediate EFL learners' speaking complexity, accuracy, and fluency, employing a sequential mixed methods design. To achieve this, two female intact classes at the intermediate level at Rasan English Language School in Isfahan, Iran, participated in the study. One of these classes was randomly assigned as an experimental group (N=16) and the other one as a control group (N=16). A PET was administered to both groups before the intervention to ensure that the participants were homogeneous. Next, the experimental group was taught based on a flipped classroom. The control group, however, was taught conventionally. The speaking section of the PET as pretest and posttest was given to the groups to measure the speaking components. MANOVA was applied to compare speaking complexity, accuracy, and fluency mean scores of the two groups. The effect of the flipped classroom on speaking complexity and fluency was significantly positive, while it was non-significant for speaking accuracy. At the qualitative stage, data from an interview with the experimental group participants were utilized to find out the participants' attitudes toward the flipped classroom.
Al-Hamdani & Al Breiki (2018). The effect of flipped vocabulary learning on achievement and attitudes of EFL ninth-graders in Oman. International Journal of Research in Applied, Natural and Social Sciences, 6(10), 35–44.
Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341–358. https://doi.org/10.1111/1467-8578.12177.
Awidi, I. T., & Paynter, M. (2018). The impact of a flipped-classroom approach on the student learning experience. Computers & Education. doi:10.1016/j.compedu.2018.09.013
Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education-TOJDE, 16(4), 28–37.
Bergmann, J. & Sams, A. (2012). Flip your classroom; reach every student in every class every day (Kindle edition). Alexandria, VA: ASCD: International Society for Technology in Education.
Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69–81.doi:10.1016/j.compedu.2017.07.014
Braun V. & Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.doi: 10.1191/1478088706qp063oa
Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1) 56–68. https://doi.org/10.1111/bjet.12530.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.
Ellis, R., & Barkhuizen, G. (2005). Analysing Learner Language. New York: Oxford University Press.
Farrah, M., & Qawasmeh, A. (2018). English students' attitudes towards using flipped classrooms in language learning at Hebron university. Research in English Language Pedagogy (RELP), 6(2), 275-294. http://doi/10.30486/relp.2018.542708
Fathi, J., & Rahimi, M. (2020). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students. Computer Assisted Language Learning, 1–39. doi:10.1080/09588221.2020.1825097
Francl, T. J. (2014). Is flipped learning appropriate. Journal of Research in Innovative Teaching, 71, 119–128.
Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS Tesol Journal, 2(1), 98–109.
Hashemifardnia, Shafiee, Rahimi Esfahani, & Sepehri (2021). Effects of massive open online course (MOOC) on Iranian EFL learners' speaking complexity, accuracy, and fluency. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 56–79.
Housen, A., & Kuiken, F. (2009). Complexity, accuracy and fluency in second language acquisition. Applied Linguistics, 30, 461–473.
Hung, H. T. (2017). Design-based research: Redesign of an English language course using a flipped classroom approach. TESOL Quarterly, 51(1), 180–192.
Hunt, K. W. (1965). Grammatical Structures Written at Three Grade Levels. NCTE Research Rep. No. 3. Urbana, IL: The National Council of Teachers of English. https://files.eric.ed.gov/fulltext/ED113735.pdf
Jafarigohar, M., Haghighi, H., Khoshsima, H, and Vahdany, F. (2019). Incorporation of flipped learning into EFL classrooms performance and perception. Iranian Journal of English for Academic Purposes, 8(3), 1–14.
Jiang, M. Y., Jong, M.S., Lau, W.W., & Ch, Ch. (2021). Using automatic speech recognition technology to enhance EFL learners' oral language complexity in a flipped classroom. Australasian Journal of Educational Technology, 37(2), 110–131.
Kim, M. K., 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/j.iheduc.2014.04.003
Larsen-Freeman, D. (2006). The emergence of complexity, fluency and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27(4), 590–619.
Latham-Koenig, CH., & Oxenden, C. (2013). American English File 5 (2nd edition). Oxford: Oxford University Press.
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84.
Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40, 387–417.
Neisi, L., Hajijalili, M., & Namaziandost, E. (2019). The impact of using inverted classrooms on promoting extensive versus intensive reading comprehension among Iranian upper-intermediate EFL learners. Theory and Practice in Language Studies, 9(12), 1513-1523.
Overmyer, G. (2012). The flipped classroom model for college algebra: Effects on student achievement (Doctoral dissertation, Colorado State University). Retrieved from http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/Dissertation%20Overmyer.pdf
Richards, J. C. & Renandya, W. A. (Ed.). (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
Ronchetti, M. (2010). Using video lectures to make teaching more interactive. International Journal of Educational Technology, 5(2), 45–48.
Seereekissoon, D. S. (2018). Flipped classroom teaching in higher education: An assumption or an inevitable tool. International Journal of Social Sciences, 4(1), 494–506.
Shahani, S., Chalak, A., & Heidari Tabrizi, H. (2021). The Iranian intermediate EFL learners' attitudes towards using flipped teaching via google classroom. Research in English Language Pedagogy (RELP), 9(1), 43-65. http://doi/10.30486/relp.2020.1910522.1223
Shyr, W. J., & Chen, C. H. (2018). Designing a technology-enhanced flipped learning system to facilitate students' self regulation and performance. Journal of Computer Assisted Learning, 34(1), 53–62.
Skehan, P. (1996). Second-language acquisition research and taskbased instruction. In J. Willis and D. Willis (Eds.). The Challenge and Change in Language Teaching (pp. 17–30). Oxford: Heinemann.
Sun, J. C.Y., & Wu, Y.T. (2016). Analysis of learning achievement and teacher–student interactions in flipped and conventional classrooms. The International Review of Research in Open and Distributed Learning, 17(1). doi:10.19173/irrodl.v17i1.2116
Thaichay, Th. & Sitthitikul, P. (2016). Effects of the flipped classroom instruction on language accuracy and learning environment: A case study of Thai EFL upper-secondary school students. Rangsit Journal of Educational Studies, 3(2), 35–64. doi:10.14456/rjes.2016.10
Vaezi, R., Afghari, A., & Lotfi, A. (2019). Flipped teaching: Iranian students' and teachers' perceptions. Applied Research on English Language, 8(1), 139–164.
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wang, Y. H. (2016). Could a mobile‐assisted learning system support flipped classrooms for classical Chinese learning? Journal of Computer Assisted Learning, 32, 391–415.
Wang, Y.H. & Liao, H.C. (2008). The application of learning portfolio assessment for students in the technological and vocational education system. Asian EFL Journal, 10(2), 132–154.
Ye, X., Chang, Y., & Lai, C. (2018): An interactive problem posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms, Interactive Learning Environments. doi:10.1080/10494820.2018.1495651
