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THE USE OF FLIPPED CLASSROOMS
IN AN EFL COURSE
4A0C0044 Coco李慈恩
Introduction

The rise of flipped classroom has been an
on-going controversial discussion.

Flipped learning has become increasingly
popular in higher education globally.
Introduction

The flipped classroom is a new pedagogical
method, which employs asynchronous video
lectures and practice problems as
homework, and active, group-based
problem solving activities in the classroom.
Introduction

This study holds a positive attitude towards
using flipped learning in classrooms.
The purpose of this study

The purpose of the study is to examine
 (1)
the effects of flipped classrooms
 (2)
the students’ perceptions of a
flipped approach relative to a traditional
approach
Research Questions

Does flipped classroom impact learning
effectiveness in the EFL course?

How much do students perceive they have
learned?
Literature Review

The use of a flipped classroom
The use of a flipped classroom

Flipped classrooms take what was
previously class content (teacher led
instruction) and replace it with what was
previously homework (assigned activities
to complete) now taking place within the
class. (Pierce & Fox, 2012).
The use of a flipped classroom
Students in FC

Teachers in FC
They are assumed
to take control of
their own pace,
progress and
responsibility in the
learning process
based on their own
individual needs.

They are enabled to
free up class time to
make meaningful
contact with students
for observing, guiding,
commenting, and
helping.
Flumerfelt & Green (2013); Fulton (2012)
Methodology

This study will use a pretest posttest
research to data analysis.

To find out how EFL learners perceive
between the use of flipped classroom and
traditional classroom.
Methodology

Participants
 EFL
students from Department of Applied English
 Two
classes, one is flipped classroom and the
other is traditional classroom
Methodology

Data collection and analysis

To answer the primary question regarding students’
achievement, a repeated measures ANOVA will be used to
identify any statistically significant differences.

The pretest and posttest assessments will be identical
tests designed to assess student realization of the
learning outcomes of the course.