The Effect of Face-to-Face Verses Online FLIP Learning on the Speaking Skill of Lower-Intermediate Iranian University EFL Learners

Journal of English Language Pedagogy and Practice

دوره 14، شماره 28، آبان 2021، صفحه 200-220   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2022.687592

نویسندگان

Maryam Miraei Mohammadi¹؛ Seyyed Mohammad Alavi^{* 2}؛ Mohammad Khatib³

¹Department of English Language, Faculty of Literature and Humanities, Science and Research Branch, Islamic Azad University, Tehran,

²Department of English Language, Faculty of Literature and Humanities, University of Tehran, Tehran, Iran

³Department of English Language, Faculty of Foreign Languages and Literature, Allameh Tabatabai University, Tehran, Iran

چکیده

Although FLIP learning has been used as an effective face-to-face and online learning pedagogy, there is a scarcity of research on students' English speaking skill using FLIP learning in these two modalities. Therefore, this study set out to investigate the effect of face-to-face vs. online FLIP learning on the speaking skill of lower-intermediate Iranian university EFL learners. The study was quasi-experimental with 32 participants (18 female and 14 male) whose homogeneity in terms of language proficiency at lower-intermediate level was assured through the administration of Oxford Placement Test. Then, the participants were randomly assigned to two experimental groups, both of which took the pretest and posttest of speaking. One group participated in face-to-face FLIP classroom and the other one took part in online FLIP context using Adobe Connect. The findings revealed that using FLIP learning significantly improved the speaking skill of the two groups since the participants of both groups performed more successfully on the post-test as compered to the pre-test. The findings also indicated that the face-to-face FLIP learning participants outperformed the online FLIP learning participants. This means that using face-to-face FLIP learning in which the students had face-to-face interactions had a positive effect on their speaking skill more effectively.

کلیدواژه‌ها

face-to-face FLIP learning؛ online FLIP learning؛ speaking skill

مراجع

Alam, M. M. (2016). Problems in teaching English speaking skill in large classes of rural colleges in Bangladesh: A case study. International Journal of Social Sciences, 44(1), 55-66.

Al-Sobhi, B. M. S., & Preece, A. S. (2018). Teaching English speaking skills to the Arab students in the Saudi school in Kuala Lumpur: problems and solutions. Journal of Education and Literacy Studies, 6(1), 1-11.

Alam, M. M. (2016). Problems in teaching English speaking skill in large classes of rural colleges in Bangladesh: A case study. International Journal of Social Sciences, 44(1), 55-66.

Aleksandrzak, M. (2011). Problems and challenges in teaching and learning speaking at advanced level. GLOTTODIDACTICA, 37, 37-48.

Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.

Baker, J., & Westrup, H. (2006). Essentials speaking skills. London: Continuum.

Bakla, A. (2018). Learner-generated materials in a flipped pronunciation class: A sequential explanatory mixed-methods study. Computers & Education, 125, 14-38.

Beason-Abmayr, B., Caprette, D. R., & Gopalan, C. (2021). Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic Advances in Physiology Education, 45(2), 384-389.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, Virginia: International Society for Technology in Education.

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the 120th ASEE Annual Conference & Exposition, American Society for Engineering Education, Atlanta. https://www.asee.org/public/conferences/20/papers/6219/download

Brown, G. (1978). Lecturing and explaining. London: Methuen.

Burch, K. (2013). Teaching with technology.  Retrieved September, 2020 http://ctl.centre.edu/flipped-classrooms.html.

Chen, S., Young, S. J., & Hsiao, C. (2016). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technolog, 47(6), 1096-1112. doi:https://doi.org/10.1111/bjet.12278

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.

Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 171-186.

Davies, P., & Pearse, E. (2000). Success in English teaching: A complete introduction to teaching English at secondary school level and above. Oxford: Oxford University Press.

Desantis, J., Van Curen, R., & Putsch, J. (2015). Do students learn more from a flip? An exploration of the efficacy of flipped and traditional lessons. Journal of Interactive Learning Research, 26(1), 39-63.

Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209.

Flipped Learning Network. (2014). The four pillars of F-L-I-P.  Retrieved May, 2020 https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf

Florez, M. A. (1999). Improving adult English language learners' speaking skills: ERIC Digest.

Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning.  Retrieved September, 2020 https://flippedlearning.org/wpcontent/uploads/2016/07/WhitePaper_FlippedLearning.pdf

Hamidi, H. (2015). Research in applied linguistics Retrieved July, 2017 http://www.iranelt.com/index.php/introduction-to-research-methods

Hao, Y. W. (2016). Middle school students' flipped learning readiness in foreign language classrooms: exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295–303. doi:http://10.1016/j.chb.2016.01.031

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.

Heyma, A. O. J., Bisschop, P. E., van den Berg, E., Wartenbergh-Cras, F., Kurver, B., Muskens, M., & Spanjers, I. (2015). Effectmeting InnovatieImpuls Onderwijs: Eindrapport (SEO-rapport No. 2015-28).  Retrieved November, 2019 https://www.innovatieimpulsonderwijs.nl/wp-content/uploads/2015/06/Eindrapport_Effectmeting_InnovatieImpuls_Onderwijs.pdf

Huang, Y., & Gui, M. (2015). Articulating teachers’ expectations afore: Impact of rubrics on Chinese EFL learners’ self-assessment and speaking ability. Journal of Education and Training Studies, 3(3), 126-132.

Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.  Retrieved February, 2021, from Frontiers in Psychology https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01278/full

Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an algebra classroom: analyzing, modeling, and solving systems of linear equations. Computers in the Schools, 23(3-4), 201-223. doi:10.1080/07380569.2015.1093902

Lazarton, A. (2001). Teaching oral skills. In Celce-Murcia, M (Ed.), Teaching English as a second or foreign language (pp. 103-115). Boston: Heinle & Heinle.

Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34-41. doi:10.18869/acadpub.ijree.2.1.34.

Littlewood, W. (2007). Communicative language teaching. Cambridge: Cambridge University press.

Liu, L. (2019). Face-to-face teaching in the flipped classroom supported by visualization tools--taking the course of" architectural design of Housing" as an example. International Journal of Emerging Technologies in Learning, 14(3), 220-233.

Ma, G. (2020). The effectiveness of synchronous online Flipped Learning in college EFL reading course during the COVID-19 epidemic. Research Square, 1-17. doi:https://doi.org/10.21203/rs.3.rs-84578/v1

Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE transactions on education, 56(4), 430-435.

McKay, S. L. (2010). English as an international language. In N. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 89-115). Bristol: Multilingual Matters.

Müller, A. M., Goh, C., Lim, L. Z., & Gao, X. (2021). COVID-19 Emergency ELearning and Beyond: Experiences and Perspectives of University Educators. Education Science, 11, 1-15.

Namaziandost, E., Neisi, L., & Momtaz, S. (2019). The effectiveness of flipped classroom model on listening comprehension among Iranian upper-intermediate EFL learners. Journal of Applied Linguistics and Language Research, 6(4), 129-139.

Quarato, S. (2016). Is the flipped classroom pedagogy effective for all students? . (Unpublished master's thesis). Sacred Heart University. Fairfield, Connecticut. Retrieved from http://digitalcommons.sacredheart.edu/edl/9/

Rivers, W. M. (1968). Teaching foreign language skills. Chicago: University of Chicago Press.

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.

Rubin, J. (1975). What the “Good Language Learner” can teach us. TESOL Quarterly, 9(1), 41-51.

Sajid, M. R., Laheji, A. F., Abothenain, F., Salam, Y., AlJayar, D., & Obeidat, A. (2016). Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia? . International journal of medical education, 7, 281-285. doi:10.5116/ijme.57a7.83d4

Shani, L. (2017). Systematic review of challenges and gaps in flipped classroom implementation: toward future model enhancement. Paper presented at the Proccedings of the European Conference on e-Learning, Finland.

Soliman, N. A. (2016). Teaching English for academic purposes via flipped learning approach. Procedia-Social and Behavioral Sciences, 232, 122-129.

Stöhr, C., Demazière, C., & Adawi, T. (2020). The polarizing effect of the online flipped classroom. Computers & Education, 147, 1-12.

Talan, T., & Gülseçen, S. (2018). Evaluation of the Students' Self-Regulation Skills and Perceived Self-Efficacy in Flipped Classroom and Blended Learning Environments. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(3), 563-580.

Thai, N. T. T., De Wever, B., & Valcke, M. (2020). Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. Journal of Computer Assisted Learning, 36, 739-411.

Toth, Z. (2010). Foreign language anxiety and the advanced language learner: A study of Hungarian students of English as a foreign language  Retrieved from https://books.google.com

Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at LE Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8-23.

Ur-Rahman, M. M., & Alhaisoni, E. (2013). Teaching English in Saudi Arabia: prospects and challenges. Academic Research International, 4(1), 112-118.

Ur, P. (1996). A course in language teaching: practice and theory. Cambridge Cambridge University Press.

Vogelsang, K., Droit, A., & Liere-Netheler, K. (2019). Designing a flipped classroom course –a process model. Enterprise Modelling and Information Systems Architectures (EMISAJ) – International Journal of Conceptual Modeling,, 14(4), 1-23. doi:10.18417/emisa.14.4

Yarbro, J., Arfstrom, K. M., McKnight, K., & McKnight, P. (2014). Extension of a review of flipped learning.  Retrieved January, 2018 https://flippedlearning.org/wp-content/uploads/2016/07/Extension-of-FLipped-Learning-LIt-Review-June-2014.pdf