Skip to main content
SpringerLink
Log in

Flipping an EFL classroom with the LINE application: students’ performance and perceptions

  • Published:
Journal of Computers in Education Aims and scope Submit manuscript

Abstract

This study investigated how a flipped English as a Foreign Language (EFL) classroom incorporating the mobile app LINE impacted college students’ English performance and their perceptions of this app. The study was conducted in a one-semester Freshman English Speaking course for non-English majors. An experimental research method was employed, utilizing student data from an English Speaking pretest and posttest, a questionnaire, and group interviews. Based on a comparative analysis of the participants’ English-speaking performance between the pre- and posttests, the intervention was found to be beneficial. The findings also revealed that the English-speaking performance of students who were more involved in out-of-class LINE-based activities improved more than the performance of those who were less involved. The quantitative and qualitative data both highlight that the observed improvements in the students’ English-speaking performance can be explained by the sociable and ubiquitous nature of the LINE app. Pedagogical recommendations to fuse LINE-integrated flipped-classroom instruction into their EFL curricula more effectively are also provided.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Alvarez, B. (2012). Flipping the classroom: Homework in class, lessons at home. The Education Digest, 77(8), 18–21.

    Google Scholar 

  • Avraamidou, L. (2008). Prospects for the use of mobile technologies in science education. AACE Journal, 16(3), 347–365.

    Google Scholar 

  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: ISTE.

    Google Scholar 

  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson-Longman.

    Google Scholar 

  • Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012. Language Learning & Technology, 17(3), 157–225.

    Google Scholar 

  • Business Next, (2016). Retrieved from https://www.bnext.com.tw/article/41433/line-user-in-taiwan-is-more-than-90-percent

  • Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British journal of educational technology, 40(1), 78–91.

    Article  Google Scholar 

  • Chang, M., & Goswami, S. (2011). Factors affecting the implementation of communicative language teaching in Taiwanese college English classes. English Language Teaching, 4(2), 3–12.

    Article  Google Scholar 

  • Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624–645.

    Article  Google Scholar 

  • Chen, T. H. (2015). EFL undergraduates’ perspectives of blended speaking instruction. English Teaching & Learning (ETL), 39(2), 87–120.

    Google Scholar 

  • Chen, Y. S., Kao, T. C., & Sheu, J. P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3), 347–359.

    Article  Google Scholar 

  • Chen Scott Hsieh, H. J., Huang, Y.-M., & Wu, W. C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190.

    Article  Google Scholar 

  • Chen Scott Hsieh, H. J., 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.

    Article  Google Scholar 

  • Chi, F. M. (2012). Searching for intertextual connections in small group text discussion. Journal of Research in Reading, 35(3), 251–266.

    Article  Google Scholar 

  • Chung, I. F., & Huang, Y. C. (2010). “English is not easy, but I like it!”: An exploratory study of English learning attitudes amongst elementary school students in Taiwan. Educational Studies, 36(4), 441–445.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Flipped Learning Network (2014). The four pillars of F-L-I-P. Retrieved from https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf

  • Frohberg, D., Göth, C., & Schwabe, G. (2009). Mobile learning projects–a critical analysis of the state of the art. Journal of Computer Assisted Learning, 25(4), 307–331.

    Article  Google Scholar 

  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Hawthorne, NY: Aldine Publishing Company.

    Google Scholar 

  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). The flipped learning model: A white paper based on the literature review. Retrieved from http://flippedlearning.org/wpcontent/uploads/2016/07/WhitePaper_FlippedLearning.pdf

  • Hao, Y. (2016). Middle school students’ flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295–303.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Hung, H.-T. (2015). Flipped the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96.

    Article  Google Scholar 

  • Hung, H. T. (2017a). Design-Based research: Redesign of an English language course using a flipped classroom approach. TESOL Quarterly, 51(1), 180–192.

    Article  Google Scholar 

  • Hung, H. T. (2017b). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1), 16–27.

    Google Scholar 

  • Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), 65–70.

    Article  Google Scholar 

  • Kukulska-Hulme, A., & Traxler, J. (Eds.). (2005). Mobile Learning: A Handbook for Educators and Trainers. London: Routledge.

    Google Scholar 

  • Lee, G., & Wallace, A. (2017). Flipped learning in the English as a Foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 51(1), 62–84.

    Article  Google Scholar 

  • Li, M., & Jones, B. D. (2019). Transforming traditional teaching: a professional development program for the college EFL teachers. Theory and Practice in Language Studies, 9(12), 1494–1500.

    Article  Google Scholar 

  • Lin, C. C. (2007). EFL college students’ perceptions of videoconferencing-assisted English learning. English Teaching & Learning (ETL), 31(1), 77–116.

    Google Scholar 

  • Lin, C. C., & Yu, Y. C. (2017). Effects of presentation modes on mobile-assisted vocabulary learning and cognitive load. Interactive Learning Environments, 25(4), 528–542.

    Article  Google Scholar 

  • Liu, P. H. E., & Wu, W. C. V. (2016). Exploring the Effectiveness of LINE for EFL Vocabulary and Reading. International Journal of Learning, Teaching and Educational Research, 15(13), 71–83.

    Google Scholar 

  • Liu, Y. S. (2016). The effect of using LINE as a conversation tool to enhance English speaking skill in an EFL classroom (Unpublished mater thesis). Chaoyang University of Technology, Taichung. Retrieved from https://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22104CYUT0615011%22.&searchmode=basic

  • Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317–324.

    Article  Google Scholar 

  • Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515–525.

    Article  Google Scholar 

  • McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., et al. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236–243.

    Article  Google Scholar 

  • Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1–10.

    Article  Google Scholar 

  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597–599.

    Article  Google Scholar 

  • Nouri, J. (2016). The flipped classroom: for active, effective and increased learning–especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 33–43.

    Article  Google Scholar 

  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95.

    Article  Google Scholar 

  • Qiang, J. (2018). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2213–2220.

    Article  Google Scholar 

  • Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences, 105(2), 44–49.

    Article  Google Scholar 

  • Roschelle, J., Sharples, M., & Chan, T. W. (2005). Introduction to the special issue on wireless and mobile technologies in education. Journal of Computer Assisted Learning, 21(3), 159–161.

    Article  Google Scholar 

  • Shih, W. L., & Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5), 32–49.

    Google Scholar 

  • Smith, C. (2017). 60 amazing LINE statistics and facts. Retrieved from https://expandedramblings.com/ index.php/line-statistics/

  • So, S. (2016). Mobile instant messaging support for teaching and learning in higher education. Internet and Higher Education, 31, 32–42.

    Article  Google Scholar 

  • Sun, Y.-C., & Yang, F.-Y. (2013). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202–219.

    Article  Google Scholar 

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

    Article  Google Scholar 

  • Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.

    Article  Google Scholar 

  • Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217–228.

    Article  Google Scholar 

  • Wikipedia (2017). LINE. Retrieved from https://en.wikipedia.org/wiki/Line_(software)

  • Wu, P. H., & Marek, M. (2016). Incorporating LINE Smartphone Affordances: Cross-Cultural Collaboration, Willingness to Communicate, and Language Learning. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 6(2), 56–73.

    Article  Google Scholar 

  • Yen, Y. C., Hou, H. T., & Chang, K. E. (2015). Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: A case study in Taiwan. Computer Assisted Language Learning, 28(5), 383–406.

    Article  Google Scholar 

Download references

Funding

This work was supported by grants from the Ministry of Science and Technology (MOST), Taiwan [grant number MOST 105-2511-S-020-002, MOST 108-2410-H-020-005].

Author information

Authors and Affiliations

  1. Department of Modern Languages, National Pingtung University of Science and Technology (NPUST), 1, Shuefu Road, Neipu, Pingtung, 91201, Taiwan

    Mei-Mei Chang & Shu-Wen Lan

Authors
  1. Mei-Mei Chang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Shu-Wen Lan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Shu-Wen Lan.

Ethics declarations

Conflict of interest

The authors report no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chang, MM., Lan, SW. Flipping an EFL classroom with the LINE application: students’ performance and perceptions. J. Comput. Educ. 8, 267–287 (2021). https://doi.org/10.1007/s40692-020-00179-0

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40692-020-00179-0

Keywords

Search

Navigation