An Integrative Review of Flipped Classroom Model

Uranus Yousufi^1,

¹English Department, Kabul University, Kabul, Afghanistan

Cite this paper:
Uranus Yousufi. An Integrative Review of Flipped Classroom Model. American Journal of Educational Research. 2020; 8(2):90-97. doi: 10.12691/education-8-2-4

Abstract

Blended learning is a style of education that allows the instructors to come up with new and useful approaches and methods for improving the teaching and learning process. According to King [1], the term 'blended learning' has been defined in a variety of ways in which all commonly entail two things: asynchronous (online) and synchronous (face-to-face). This indicates that blended learning merges the elements of both face-to-face and online instructions to help teachers and learners in the process of teaching and learning. The universal types of blended learning among EFL/ESL teachers are Lab Rotation, Station Rotation, Individual Rotation, Flex, and Flipped Classroom [2]. Although they are popular methods of teaching and learning, limited studies carried out to confirm their implications in educational practice. Multiple pieces of research, generally, conducted on blended learning, not on its specific types [1,3,4]. To this end, this paper presents a review of the research related to one of the typical types of blended learning (Flipped Classroom) in teaching different language skills and component to justify its practice in classroom teaching.

Keywords:
blended learning concept flipped-classroom

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	King, A. (2016). Blended language learning: Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press.
[2]	Bailey, J., Schneider, C., & Vander Ark, T. (2013). Navigating the Digital Shift: Implementation Strategies for Blended and Online Learning. Digital Learning Now.
[3]	Buran, A., & Evseeva, A. (2015). Prospects of Blended Learning Implementation at Technical University. Procedia-Social and Behavioral Sciences, 206, 177-182.
[4]	Saltan, F. (2017). Blended Learning Experience of Students Participating in Pedagogical Formation Program: Advantages and Limitations of Blended Education. International Journal of Higher Education, 6(1), 63-73.
[5]	Iyer, M. S. (2019). Flipped English as a Second Language (ESL) Classroom Approach to Scaffold the Slow Learners. Language in India, 19(2).
[6]	Lopes, A. P., & Soares, F. (2018). Flipping a mathematics course, a blended learning approach.
[7]	Vygotsky, L. S., 1978. Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner,S. Scribner & E. Souberman., Eds.) (A. R. Luria, M. Lopez-Morillas & M. Cole [with J. V. Wertsch], Trans.) Cambridge, Mass.: Harvard University Press. (Original manuscripts [ca. 1930-1934]).
[8]	Eppard, J., & Rochdi, A. (2017). A Framework for Flipped Learning. International Association for Development of the Information Society.
[9]	Sadiku, L. M. (2015). The importance of four skills reading, speaking, writing, listening in a lesson hour. European Journal of Language and Literature, 1(1), 29-31.
[10]	Debata, P. K. (2013). The importance of grammar in English language teaching-A reassessment. Language in India, 13(5), 482-486.
[11]	Pekka, S. (2015). Grammar is the heart of language: grammar and its role in language learning among Finnish university students. Bibliothèque Nationale de France.
[12]	Dalil, Z., & Harrizi, M. (2013). The importance of grammar in second language teaching.
[13]	Auster, C. J. (2016). Blended learning as a potentially winning combination of face-to-face and online learning: An exploratory study. Teaching Sociology, 44(1), 39-48.
[14]	Wong, K. T., Hwang, G. J., Choo Goh, P. S., & Mohd Arrif, S. K. (2018). Effects of blended learning pedagogical practices on students’ motivation and autonomy for the teaching of short stories in upper secondary English. Interactive Learning Environments, 1-14.
[15]	Lin, Y. W., Tseng, C. L., & Chiang, P. J. (2017). The Effect of Blended Learning in Mathematics Course. Eurasia Journal of Mathematics, Science & Technology Education, 13(3).
[16]	Asaka, S., Shinozaki, F., & Yoshida, H. (2018). The Effect of a Flipped Classroom Approach on EFL Japanese Junior High School Students’ Performances and Attitudes. In Proceeding: 2nd International Conference on Social Sciences, Humanities and Technology (ICSHT 2018) (p. 84).
[17]	Arkorful, V., & Abaidoo, N. (2015). The Role of E-learning, Advantages, and Disadvantages of its Adoption in Higher Education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
[18]	Banditvilai, C. (2016). Enhancing Students' Language Skills through Blended Learning. Electronic Journal of e-Learning, 14(3), 220-229.
[19]	Challob, A. A. I., Bakar, N. A., & Latif, H. (2016). Collaborative Blended Learning Writing Environment: Effects on EFL Students' Writing Apprehension and Writing Performance. English Language Teaching, 9(6), 229-241.
[20]	Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209.
[21]	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.
[22]	Karimi, M., & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: Learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95-103.
[23]	Abaeian, H., & Samadi, L. (2016). The effect of flipped classroom on Iranian EFL learners’ L2 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295-304.
[24]	Chavangklang, T., & Suppasetseree, S. (2018). ENHANCING THAI EFL UNIVERSITY STUDENTS’READING COMPREHENSION THROUGH A FLIPPED COOPERATIVE CLASSROOM. PEOPLE: International Journal of Social Sciences, 4(3).
[25]	Cockrum, T. (2013). Flipping your English class to reach all learners: Strategies and lesson plans. Routledge.
[26]	Abdelrahman, L. A. M., DeWitt, D., Alias, N., & Rahman, M. N. A. (2017). Flipped Learning for ESL Writing in a Sudanese School. Turkish Online Journal of Educational Technology-TOJET, 16(3), 60-70.
[27]	Ekmekci, E. (2017). The Flipped Writing Classroom in Turkish EFL Context: A Comparative Study on a New Model. Turkish Online Journal of Distance Education, 18(2), 151-167.
[28]	Sharples (1993). Computer-supported collaborative writing. Springer- Verlag.
[29]	Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (2016). Effect of flipped classroom model on Indonesian EFL students’ writing ability across and individual differences in learning. International Journal of English Language and Linguistics Research, 4(5), 65-81.
[30]	Ahmed, M. A. E. A. S. (2016). The effect of a flipping classroom on writing skills in English as a foreign language and students' attitude towards flipping. US-China Foreign Language, 14(2), 98-114.
[31]	El Sakka, S. M. F. (2016). A flipped learning-based model to develop EFL freshman university students' listening comprehension. In 4th Scientific international Conference of Curriculum and Instruction Association, Ain Shams University, Egypt.
[32]	Ahmad, S. Z. (2016). The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. English Language Teaching, 9(9), 166-178.
[33]	Roth, C., & Suppasetseree, S. (2016). Flipped Classroom: Can It Enhance English Listening Comprehension for Pre-universıty Students in Cambodia. Proceedings of Classic:Learning in and beyond the Classroom: Ubiquity in Foreign Language Education https://www.Fas.Nus.Edu.Sg/cls/CLaSIC/clasic2016/PROCEEDINGS/Roth cranny.Pdf255-263 [18.01. 2015].
[34]	Tazijan, F. N., Baharom, S. S., & Shaari, A. H. (2016). Building Communication Skills through Flipped Classroom. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 289-295.
[35]	Quyên, T. T. T., & Lợi, N. V. (2018). Flipped model for improving students’ English speaking performance. Tạp chí Khoa học Trường Đại học Cần Thơ, 54, 90-97.
[36]	Li, S., & Suwanthep, J. (2017). Integration of flipped classroom model for EFL speaking. International Journal of Learning and Teaching, 3(2), 118-123.
[37]	Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes. English Language Teaching, 9(10), 60-80.
[38]	Alzaytuniya, S. H. (2016). The Effectiveness of Using Flipped Classroom on Tenth Graders' Grammar Learning and Motivation for English. The Effectiveness of Using Flipped Classroom on Tenth Graders' Grammar Learning and Motivation for English.
[39]	Stauffer, B. (2018, January 4). How to Flip a Classroom in CTE: 6 BestPractices.Retrievedfrom. https://www.aeseducation.com/blog/how-to-flip-a-classroom-in-cte-6-best-practices.
[40]	Selwyn, N., Aston, R., Henderson, M., Finger, G., Larkin, K., Smart, V., & Chao, S. H. (2016). What works and why? Understanding successful technology enabled learning within institutional contexts. Sydney, Australia.
[41]	Chen, Y., Wang, Y. & Kinshuk Chen, N.S (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27
[42]	Liu, Y. Q., Li, Y. F., Lei, M. J., Liu, P. X., Theobald, J., Meng, L. N., ... & Jin, C. D. (2018). Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis. Frontiers of Nursing, 5(4), 317-329.
[43]	Syakdiyah, H., Wibawa, B., & Muchtar, H. (2018, November). The effectiveness of flipped classroom in high school Chemistry Education. In IOP Conference Series: Materials Science and Engineering (Vol. 434, No. 1, p. 012098). IOP Publishing.
[44]	Kerr, B. (2015, September). The flipped classroom in engineering education: A survey of the research. In 2015 International Conference on Interactive Collaborative Learning (ICL) (pp. 815-818). IEEE.
[45]	Kara, C.O. (2016). Tıp Fakültesi Klinik Eğitiminde “Ters Yüz Sınıf Modeli” Kullanılabilir Mi? Yüksek lisans Tezi. Akdeniz Üniversitesi, Sağlık Bilimleri Enstitüsü, Antalya.
[46]	Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
[47]	Hartyányi, M., Balassa, S., Babócsy, C., Téringer, A., Ekert, S., Coakley, D. ... & Martínez Requejo, S. (2018). Innovating Vocational Education. Flipped classroom in practice.