Perceptions on the Use of the Flipped Classroom in the EFL Class

Main Article Content

María de los Milagros Cruz-Ramos
Nadia Lilian Lagunes-Reyes
Mario Alberto Sandoval-Sánchez

Abstract

The present action-research study analyzes students’ basic perceptions about the use of the Flipped Classroom as part of their EFL class in a Mexican technical high school. To this end, 47 5th-semester students took two versions of a survey, which combined provided an understanding of their views after having taken part of a six-week intervention. The intervention focused on what is typically considered the most challenging topic of the semester: the simple past and its functions included in the official syllabus. On the one hand, the ‘flipped’ part of the lessons was divided into before and after-class online activities following a set of principles for the Flipped Classroom, Communicative Language Teaching, and Multimedia Instruction. On the other hand, in-class activities focused on reviewing content and communicative oral practice. The Flipped Classroom was favorably regarded. Students perceived it as a technique to facilitate a rapid improvement of certain aspects of speaking performance, especially in regards to fluency, comprehension, and vocabulary.

Article Details

How to Cite
Cruz-RamosM. de los M., Lagunes-ReyesN. L., & Sandoval-SánchezM. A. (2022). Perceptions on the Use of the Flipped Classroom in the EFL Class. HOW Journal, 29(2), 33-55. https://doi.org/10.19183/how.29.2.690
Section
Research Reports
Author Biographies

María de los Milagros Cruz-Ramos, Escuela Normal “Juan Enríquez”

She holds an MA in TEFL, and she has been a teacher since 2006. She currently works at a Mexican public high school in the city of Veracruz. Her research interests include the use of technology and blended learning in TEFL.

Nadia Lilian Lagunes-Reyes, Centro de Estudios Tecnológicos del Mar

She holds an MA in TEFL, and she has been a teacher since 2006. She currently works at a Mexican public high school in the city of Veracruz. Her research interests include the use of technology and blended learning in TEFL.

Mario Alberto Sandoval-Sánchez, Universidad Veracruzana

He works as an English teacher at Universidad Veracruzana in Mexico. He holds a Master’s degree in TEFL and is currently studying a Ph.D. in Educational Systems and Learning Environments. His research interests include Instructional Design, Foreign Language Teaching, and Learning as well as Student Engagement.

References

Abdelrazeq, A. (2018). Autonomous Learning Levels of Students Majoring in EFL and the Role of their Teachers in Developing Autonomous Learning. Journal of Educational and Psychological Studies [JEPS], 12(4), 724-738.
Ahmad, S. Z. (2016). The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. English Language Teaching, 9(9), 166-178.
Amador, R., Rodriguez, C., Serrano, J., Olvera, J., & Martinez, S. (2014). Estrés y burnout en docentes de educación media superior. Medicina, Salud y Sociedad, 4(2), 119-141.
Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161.
Arias, M. (2000). La triangulación metodológica: sus principios, alcances y limitaciones. Investigación y Educación en Enfermería, 18(1), 13-26.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia-social and behavioral sciences, 2(2), 1305-1309.
Council of Europe. Council for Cultural Cooperation. Education Committee. Modern Languages Division. (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.
Cruz, M. (2020). Desarrollo de la competencia comunicativa en cursos de inglés en línea (Ph. D). Benemérita Universidad Autónoma de Puebla.
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.
Ellis, R. (1991). The Interaction Hypothesis: A Critical Evaluation. Lecture.
Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 12-26.
Ferrance, E. (2000). Action research. LAB, Northeast and Island Regional Education Laboratory at Brown University.
Golkova, D., & Hubackova, S. (2014). Productive skills in Second language learning. Procedia - Social and Behavioral Sciences, 143, 477–481. https://doi.org/10.1016/j.sbspro.2014.07.520
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Herrera Villa, J., Vallejo Casarín, A. G., Segura Celis Ochoa, H. B., Figueroa Rodríguez, S., & Ramírez Marín, F. (2013). Evaluación del dominio de inglés en alumnos de primer ingreso a la facultad de psicología de la Universidad Veracruzana. Revista Electrónica de Psicología Iztacala, 16(1).
Jarvis, W., Halvorson, W., Sadeque, S., & Johnston, S. (2014). A large class engagement (LCE) model based on service-dominant logic (SDL) and flipped classrooms. Education Research and Perspectives, 41, 1.
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.
Köroğlu, Z. Ç., & Çakır, A. (2017). Implementation of flipped instruction in language classrooms: An alternative way to develop speaking skills of pre-service English language teachers. International Journal of Education and Development using Information and Communication Technology, 13(2), 42-55.
Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. American journal of occupational therapy, 45(3), 214-222.
Larsen-Freeman, D., & Anderson, M. (2012). Techniques and principles in language teaching. Oxford University Press.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4.
Marsh, G. E., McFadden, A. C., & Price, B. J. (2003). Blended instruction: Adapting conventional instruction for large classes. Online journal of distance learning administration, 6(4).
Mayer, R. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.
McLaughlin, B., & Heredia, R. (1996). Information-processing approaches to research on second language acquisition and use. Handbook of second language acquisition, 213-228.
Meléndez, L., & Iza, S. (2017). Application of the Flipped Classroom methodology in a virtual platform for teaching English language grammar in level B1. Revista Publicando, 4(12 (1)), 236-246.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Mo, J., & Mao, C. (2017). An empirical study on the effectiveness of college English reading classroom teaching in the flipped classroom paradigm. Revista de la Facultad de Ingeniería, 32(10), 632-639.
Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
Savignon, S. J. (2018). Communicative competence. The TESOL Encyclopedia of English Language Teaching, 1-7.
SEP. (2018). Programa de estudios de Inglés V. Nuevo Currículo de Educación Media Superior.
SEP. (2017). Lengua Extranjera. Inglés. Ciudad de México: Secretaría de Educación Pública. https://bit.ly/2WmQaN7
Song, Y., Jong, M. S. Y., Chang, M., & Chen, W. (2017). Guest editorial: “HOW” to design, implement and evaluate the flipped classroom? A synthesis. Educational Technology & Society, 20(1), 180-183.
Teng, M. F. (2018). Flip your classroom to improve EFL students’ speaking skills. In Innovations in Flipping the Language Classroom (pp. 113-122). Springer.
Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83.
Voelkel, S., & Bennett, D. (2014). New uses for a familiar technology: introducing mobile phone polling in large classes. Innovations in Education and Teaching International, 51(1), 46-58.
Wallace, M. J. (2006). Action research for language teachers. Ernst Klett Sprachen.
Wang, J., An, N., & Wright, C. (2018). Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom. Computer Assisted Language Learning, 31(5-6), 490-521.
Whong, M. (2011). Language Teaching Theory and Practice. Edinburgh University Press.
Winke, P., & Rawal, H. (2018). Teaching Large, Mixed‐Ability Classes. The TESOL Encyclopedia of English Language Teaching, 1-6.
Wu, W. C. V., Hsieh, J. S. C., & Yang, J. C. (2018). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Journal of Educational Technology & Society, 20(2), 142-157.
Zarrinabadi, N., & Ebrahimi, A. (2019). Increasing peer collaborative dialogue using a flipped classroom strategy. Innovation in Language Learning and Teaching, 13(3), 267-276.
Zorrilla, M. (2002). Ten years after the Acuerdo Nacional para la Modernización de la Educación Básica in Mexico: Challenges, dilemmas and perspectives. Revista Electrónica de Investigación Educativa, 4(2).