Tag Archives: flipped learning

The Use of Flipped Learning Model in Enhancing Critical Thinking Skills Among Nigerian Students (Published)

The study investigated the use of flipped learning model in enhancing critical thinking skills among Nigerian students. The study utilised a non-randomised pretest-posttest quasi-experimental design. A sample of 153 NCE II students studying Primary Education was drawn from a population of 456 across schools of arts, college of education, Oju, Benue State using stratified sampling technique. The instruments for data collection, CTST which gave reliability coefficients of 0.81 was obtained using Kuder-Richardson (KR20) and Cronbach Alpha. One research question was stated and answered using mean and standard deviation while one null hypothesis was stated and tested using ANCOVA at 0.05 level of significance. The findings of the study revealed that there was a significant difference between critical thinking skills scores (P = 0.00 < 0.05) of the experimental and control groups. Based on the findings, it was concluded that flipped learning model has enhanced students’ critical thinking skills scores better than conventional method. It was therefore, recommended that school proprietors and governments should support the use of flipped model innovation.

Keywords: Primary Education, critical thinking skills, flipped learning

Effect of Flipped Learning Method on the Writing Skill of EFL Saudi Students during the Covid-19 (Published)

Citation: Mohsin Raza Khan and Fozia Zulfiquar (2022) Effect of Flipped Learning Method on the Writing Skill of EFL Saudi Students during the Covid-19, International Journal of English Language Teaching, Vol.10, No.2, pp., 1-11

Abstract: This study aimed at investigating the effect of flipped learning on the writing skill of English as a Foreign Language (EFL) students during the Covid-19 pandemic. This study was conducted on level 1 students of the Department of English, Faculty of Languages & Translation (FLT), King Khalid University (KKU) during the first semester of 2020-2021. 60 students from two sections of Eng. 112 Writing 1- Course participated in this study. Students of section number 595 were chosen for the experimental group; students of section number 597 were chosen for the control group. There were 30 students in each group. The experimental group was taught writing skill using flipped learning in both asynchronous and synchronous settings, and the control group was taught writing skill only in the synchronous setting. A quasi-experimental design was employed for collecting the data. A pre-test and post-test in the form of an online written exam was administered in both synchronous and flipped learning settings. The result of the post-test showed that the experimental group performed better than the control group. A semi-structured interview with the students in the experimental group was also conducted for examining their perception of the flipped learning model. The students had a positive view of flipped learning model.


Keywords: COVID-19, Students’ Perception, flipped learning, writing skill

Research on the Prospects of College English Teaching Reform in China: From Micro-Class & Moocs To Flipped Class (Published)

Presently, in the field of foreign language teaching and research, micro-class, Moocs and flipped class can be considered as the hottest research topics in China. However, as the new objects introduced to China, it still requires careful and calm observation and constant qualitative and quantitative research to localize and prove its effectiveness in Chinese context. The author in this paper analyzes the relations among micro-class, Moocs and flipped class with consideration of the characteristics of foreign language education under the background of big datathe study aims at finding some possible ways for improving teaching efficiency and furthermore reforming China’s foreign language teaching.

Keywords: EFLT in China, Flipped Class, MOOCs, Micro Courses, flipped learning

The Effectiveness of Adopting Flipped Learning Approach in an Applied Linguistics Course for University Students (Published)

As students enter the fourth year of an English Department, an increased responsibility for a lot of linguistic information is highly desirable. Students need to do a lot of efforts inside and outside the class. Students who arrive in class with assigned tasks completed, notes reviewed, and prepared for classroom activities are developing the ability to be self-directed learners. Limited classroom contact time can be effectively utilized by focusing on further review and explanation. This paper investigated the effectiveness of adopting flipped learning approach and the changes implemented to “Introduction to Applied Linguistics” course at English Department, College of Administrative and Human Science in Qassim Private Colleges. The students were asked to do some tasks inside and outside the classroom. These tasks included short pre-class assignments and quizzes that were designed to increase students’ preparation for the next class meeting, as such flipping class meeting preparation to outside the classroom. A benefit of these changes is that the instructor can significantly reduce the time spent lecturing and focus on students’ understanding of linguistics and focusing on students’ activities in-class. This focus fosters student-centered learning with the student having the responsibility to prepare for each class session.  Participants were 33 fourth level students in English Department from Qassim Private Colleges in Saudi Arabia.   The pre-posttest comprised five different types of questions including multiple choice, true or false, defining linguistic terms, compare between the advantages and disadvantages, and analyzing structures.  Results of the t. test analysis revealed that adopting flipped learning Approach   yielded significant effects on students’ linguistic level.


Keywords: blended learning, face to face instruction, flipped learning, online learning

The Effectiveness of Flipped Learning in Developing English Grammatical Performance of Underachieving Language Learners at the Secondary Stage (Published)

The purpose of this study was to investigate the effectiveness of flipped learning in improving English grammatical performance in speaking and writing of underachieving language learners. The participants of the study consisted of forty nine first year secondary stage  students at  Port Said military secondary school for boys in Port Said Governorate. The two groups pre-post test quasi-experimental design was used. The instruments of the study included  the verbal intelligence test for youth prepared by Hammed Zahran and the pre- post grammatical performance in speaking test and grammatical performance in writing  test. The results of the study revealed that flipped learning significantly developed English grammatical performance in speaking and writing of both underachieving language learners and their normal peers.

Keywords: English grammatical performance, flipped learning, secondary stage., underachieving language learners