Flipped Classroom Method with Computer-Assisted Language Learning (CALL) in EFL Writing Class

M. Ali Ghufron, Fitri Nurdianingsih

Abstract


This study revealed the strengths, weaknesses, and effectiveness of the flipped classroom with CALL in EFL writing class. A mixed-method approach was used to achieve the goals of the study. An embedded quasi-experimental methodology design was used to achieve the aims of this study (i.e., quantitative and qualitative data analysis). There were a hundred and fifty Indonesian EFL university learners who participated in this study. This study also involved 14 EFL writing teachers who experienced implementing the flipped classroom with CALL from five universities. The results of this study revealed that a flipped classroom with CALL in EFL writing class has many advantages, such as stimulating learner autonomy, improving teaching and learning processes, providing more time for EFL writing and input during face-to-face meetings, promoting active learning, student learning responsibility, and peer collaboration. Besides, some drawbacks were also found from its implementation. However, implementing the flipped classroom in the current study positively affects the EFL writing course. This study implies that teachers can include online resources such as videos from reputable sources or make their videos as learning materials if possible.

https://doi.org/10.26803/ijlter.20.1.7


Keywords


: CALL; EFL writing; Flipped classroom; Mixed-method approach

Full Text:

PDF

References


Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: a materials development course. Computer Assisted Language Learning, 30(3–4), 204–222. https://doi.org/10.1080/09588221.2017.1301958

Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian EFL students’ listening comprehension. English Language Teaching, 9(9), 166. https://doi.org/10.5539/elt.v9n9p166

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. https://doi.org/10.5539/elt.v9n10p60

Alhasani, H., Masood, M., & Wan, F. (2018, April). The impact of computer assisted language learning on ESL students’ reading engagement skill in the flipped classroom. Ireland International Conference on Education (IICE-2018) [Conference presentaion], pp. 143–148. Dublin , Ireland.

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.

Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 1–15. https://doi.org/10.1080/17501229.2017.1394307

Ansori, M., & Nafi’, N. N. (2018). English teachers’ perceived benefits and challenges of flipped classroom implementation. JEELS, 5(2), 211–227.

Arifani, Y. (2019). The application of small whatsapp groups and the individual flipped instruction model to boost EFL learners’ mastery of collocation. CALL-EJ, 20(1), 52–73.

Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28–37. https://files.eric.ed.gov/fulltext/EJ1092800.pdf

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

Boyraz, S., & Ocak, G. (2017). Implementation of flipped education into Turkish EFL teaching context. Journal of Language and Linguistics Studies, 13(2), 426–439.

Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910

Choe, E., & Seong, M.-H. (2016). A case study of the flipped classroom in a Korean university general English course. Journal of Pan-Pacific Association of Applied Linguistics, 20(2), 71–93.

Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1), 56–68. https://doi.org/10.1111/bjet.12530

Creswell, J. W. (Ed.). (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson Education Inc.

Creswell, J. W., & Clark, V. L. P. (Eds.). (2011). Designing and conducting mixed methods research (2nd ed.). Sage Publications Ltd.

Doman, E., & Webb, M. (2017). The flipped experience for Chinese university students studying English as a foreign language. TESOL Journal, 8(1), 102–141. https://doi.org/10.1002/tesj.264

Egbert, J., Herman, D., & Lee, H. (2015). Flipped instruction in English language teacher education: A design-based study in a complex, open-ended learning environment. Tesl-Ej, 19(2), 1–23.

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.

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, 14(5). https://doi.org/10.14434/12829

Francl, T. (2014). Is flipped learning appropriate? Journal of Research in Innovative Teaching, 7(1), 119–128.

Gasmi, A. A. (2017). An exploratory study of students’ lived experiences in a blended-flipped writing class. SSRN Electronic Journal, 3, 210–226. https://doi.org/10.2139/ssrn.2822993

Ghufron, M. A., & Nurdianingsih, F. (2019). Flipped teaching with call in EFL writing class: How does it work and affect learner autonomy? European Journal of Educational Research, 8(4), 983–997. https://doi.org/10.12973/eu-jer.8.4.983

Ghufron, M. A., & Nurdianingsih, F. (2020). Flipped teaching with call media in EFL writing course: Indonesian EFL writing teachers’ reflection. Pertanika Journal of Social Sciences and Humanities, 28(2), 1–18.

Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/j.jneb.2014.08.008

Gough, E., DeJong, D., Grundmeyer, T., & Baron, M. (2017). K-12 teacher perceptions regarding the flipped classroom model for teaching and learning. Journal of Educational Technology Systems, 45(3), 390–423. https://doi.org/10.1177/0047239516658444

Han, Y. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS Tesol Journal, 2(1), 98–109.

Hoic-Bozic, N., Mornar, V., & Boticki, I. (2009). A blended learning approach to course design and implementation. IEEE Transactions on Education, 52(1), 19–30. https://doi.org/10.1109/TE.2007.914945

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. https://doi.org/10.1007/s11423-015-9412-7

Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701

Jafarian, K., Soori, A., & Kafipour, R. (2012). The effect of computer assisted language learning (CALL) on EFL high school students’ writing achievement. European Journal of Social Sciences, 27(2), 138–148.

Juan, C. (2020). SPOC-based flipped learning model applied in interpreting teaching. International Journal of Emerging Technologies in Learning, 15(17), 4–13. https://doi.org/10.3991/ijet.v15i17.14581

Kang, N. (2015). The comparison between regular and flipped classrooms for EFL Korean adult learners. Multimedia-Assisted Language Learning, 18(3), 41–72. https://doi.org/10.15702/mall.2015.18.3.41

Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548

Khodr, M., & Waller, L. (2016). Analysis of engineering students’ responses to flipped classroom methodology in the United Arab Emirates. Asian Social Science, 12(2), 93–98. https://doi.org/10.5539/ass.v12n2p93

Khosravani, M., Khoshsima, H., & Mohamadian, A. (2020). On the effect of flipped classroom on learners’ achievement, autonomy, Motivation and WTC: Investigating learning and learner variables. Journal of English Language Teaching and Learning, 12(25), 175–189.

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 Zeynep Çetin Köroğlu Abdulvahit Çakır Gazi University , Turkey. International Journal of Education and Development, 13(2), 42–55.

Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1–10. https://doi.org/10.1080/07380569.2016.1139912

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), 236–246.

Mo, J., & Mao, C. (2017). An Empirical Study on the Effectiveness of Content-based Instruction in the Chinese College English Context. Revista de La Facultad de Ingenieria U. C. V, 32(10), 632–639.

Moffett, J. (2015). Twelve tips for flipping the classroom. Medical Teacher, 37(4), 331–336. https://doi.org/10.3109/0142159X.2014.943710

Purcell, K., Buchanan, J., & Friedrich, L. (2013). The impact of digital tools on student writing and how writing is taught in schools [Report pp. 1-114]. The National Writing Project. http://pewinternet.org/Reports/2013/Teachers-technology-and-writing

Rahimi, M., & Hosseini K., S. F. (2011). The impact of computer-based activities on Iranian high-school students’ attitudes towards computer-assisted language learning. Procedia Computer Science, 3, 183–190. https://doi.org/10.1016/j.procs.2010.12.031

Rahmelina, L., Firdian, F., Maulana, I. T., & Aisyah, H. (2019). The effectiveness of the flipped classroom model using e-learning media in introduction to information technology course. International Journal of Emerging Technologies in Learning (IJET), 14(21), 148–162.

Soltanpour, F., & Valizadeh, M. (2018). A flipped writing classroom: Effects on EFL learners’ argumentative essays. Advances in Language and Literary Studies, 9(1), 5–13.

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984-012-9108-4

Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F. bt., & Chen, W. S. (2019). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 1–12. https://doi.org/10.1080/14703297.2019.1574597

Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia-Assisted Language Learning, 18(2), 159–187.

Suranakkharin, T. (2017). Using the flipped model to foster Thai learners’ second language collocation knowledge. 3L: Language, Linguistics, Literature, 23(3), 1–20. https://doi.org/10.17576/3L-2017-2303-01

Talebinezhad, M. R., & Abarghoui, M. A. (2013). The Iranian high school students’ attitude toward CALL and the use of CALL for EFL receptive skills. Theory and Practice in Language Studies, 3(2), 329–337. https://doi.org/10.4304/tpls.3.2.329-337

Touchton, M. (2015). Flipping the Classroom and Student Performance in Advanced Statistics: Evidence from a Quasi-Experiment. Journal of Political Science Education, 11(1), 28–44. https://doi.org/10.1080/15512169.2014.985105

Turan, Z., & Akdag-Cimen, B. (2019). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 1–17. https://doi.org/10.1080/09588221.2019.1584117

Turan, Z., & Göktaş, Y. (2018). Innovative redesign of teacher education ICT courses: How flipped classrooms impact motivation? Journal of Education and Future, 7(13), 133–144.

Uzunboylu, H., & Karagozlu, D. (2015). Flipped classroom: A review of recent literature. World Journal on Educational Technology, 7(2), 142. https://doi.org/10.18844/wjet.v7i2.46

Vaezi, R., Afghari, A., & Lotfi, A. (2019). Investigating listening comprehension through flipped classroom approach: Does authenticity matter? CALL-EJ, 20(1), 178–208.

Webb, M., & Doman, E. (2020). Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33(3), 240–274. https://doi.org/10.1080/09588221.2018.1557692

Webb, M., Doman, E., & Pusey, K. (2014). Flipping a Chinese university EFL course: What students and teachers think of the model. The Journal of Asia TEFL, 11(4), 53–87.

Wisdom, J., & Creswell, J. W. (2013). Integrating quantitative and qualitative data collection and analysis while studying patient-centered medical home models. Agency for Healthcare Reseach and Quality, 13, 1–5. https://doi.org/No. 13-0028-EF.

Yang, C. C. R. (2017). An investigation of the use of the “flipped classroom†pedagogy in secondary English language classrooms. Journal of Information Technology Education: Innovations in Practice, 16(1), 1–20.

Yu, Z., & Wang, G. (2016). Academic achievements and satisfaction of the Clicker-aided flipped business English writing class. Educational Technology & Society, 19(2), 298–312.

Zainuddin, Z. (2017). First-year college students’ experiences in the EFL flipped classroom: A case study in Indonesia. International Journal of Instruction, 10(1), 133–150.

Zainuddin, Z., & Perera, C. J. (2017). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115–126. https://doi.org/10.1080/0309877X.2017.1356916

Zarouk, M. Y., Olivera, E., & Khaldi, M. (2020). The impact of flipped project-based learning on self-regulation in higher education. International Journal of Emerging Technologies in Learning, 15(17), 127–147. https://doi.org/10.3991/ijet.v15i17.14135

Zhang, F. (2017). Quality-improving strategies of college English teaching based on microlesson and flipped classroom. English Language Teaching, 10(5), 243. https://doi.org/10.5539/elt.v10n5p243

Zou, D., & Xie, H. (2019). Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. Interactive Learning Environments, 27(8), 1127–1142. https://doi.org/10.1080/10494820.2018.1495654


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493