Skip to main content

Advertisement

SpringerLink
Log in

The flipped classroom in ESL teacher education: An example from CALL

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

The flipped classroom is one of many technology-enhanced teaching strategies. In this approach, students are responsible for initial learning at home (often via instructional videos) and class time is used for problem-solving and activities to deepen understanding. Although research on and use of the flipped classroom in language education is growing, little work has examined its use in teacher education, particularly for language teachers. To address this gap, this study examined the flipped classroom through the eyes of pre-service language teachers to reveal what hinders them from or encourages them to adopt this approach. Data were collected from students in a Computer-Assisted Language Learning (CALL) course; they experienced two flipped class sessions (complementing the traditional instructor-led sessions) and completed a survey about their experiences. Semi-structured interviews were also conducted with a sub-set of students to examine their perceptions in greater depth. Three major themes emerged regarding benefits of the flipped classroom: learner autonomy, learning by doing with support, and preventing cognitive overload. Four challenges emerged: learners’ technology access and technical ability, technical support for instructors, ambiguous student responsibility, and an inability to provide immediate clarification. Three additional notable themes emerged: heightened awareness of peers in the classroom, different reactions to content-oriented versus technically-oriented instructional videos, and student workload. These themes are discussed in detail, along with suggestions for teacher training and professional development. Also considered is the need to establish guidelines for best practices in flipped classrooms and to develop high-quality approaches to flipping without a dependence on instructional videos.

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

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

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

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Afrilyasanti, R., Cahyono, B., & Astuti, U. P. (2016). Effect of flipped classroom model on Indonesian EFL students’ writing ability across and individual differences in learning. International Journal of English Language and Linguistics Research, 4, 65–81.

    Google Scholar 

  • Aidinopoulou, V., & Sampson, D. (2017). An action research study from implementing the flipped classroom model in primary school history teaching and learning. Educational Technology & Soceity, 20(1), 237–247.

    Google Scholar 

  • 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), 60–80.

  • Amira, T., Lamia, M., & Hafidi, M. (2019). Implementation and evaluation of flipped algorithmic class. International Journal of Information and Communication Technology Education, 15(1), 1–12. https://doi.org/10.4018/IJICTE.2019010101.

    Article  Google Scholar 

  • Ash, K. (2012). Educators view ‘Flipped’ model with a more critical eye. Education Week, 32(2), 6–8. https://doi.org/10.1007/s10639-019-10082-6.

  • Avdic, A., & Åkerblom, L. (2015). Flipped classroom and learning strategies. Paper presented at the proceedings of 14th European conference on e-learning.

  • Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day.Arlington, VA: International Society for Technology in education.

  • Bergmann, J., & Sams, A. (2014). Flipped learning: Maximizing face time. T+ D, 68(2), 28–31.

    Google Scholar 

  • Berrett, D. (2012). How 'flipping'the classroom can improve the traditional lecture. The Chronicle of Higher Education, 12(19), 1–3.

  • Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1–18).

  • Brinks Lockwood, R. (2014). Flip it! Strategies for the ESL classroom. Ann Arbor: University of Michigan Press.

  • Brunsell, E., & Horejsi, M. (2013). A flipped classroom in action. The Science Teacher, 80(2), 8.

  • Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514–526.

    Google Scholar 

  • Chen Hsieh, J. S., Huang, Y.-M., & Wu, W.-C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190. https://doi.org/10.1016/j.chb.2016.12.066.

    Article  Google Scholar 

  • Cieliebak, M., & Frei, A. K. (2016). Influence of flipped classroom on technical skills and non-technical competences of IT students. Paper presented at the global engineering education conference (EDUCON), 2016 IEEE.

  • Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459. https://doi.org/10.3102/00346543053004445.

    Article  Google Scholar 

  • DeSantis, J., Boyd, R., Marks, K., Putsch, J., & Shepler, T. (2017). Paradigm flip? Investigating technology-integrated history pedagogies. Social Studies Research and Practice, 12(3), 258–279.

    Google Scholar 

  • Durst, L., & Meyers, C. (2015). Incorporating the flipped classroom approach into an agricultural communications classroom. Paper presented at the American Association for Agricultural Education Annual Conference.

  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14–27.

    Google Scholar 

  • 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), 12–26.

    Google Scholar 

  • Fadde, P. J., & Vu, P. (2014). Blended online learning: Benefits, challenges, and misconceptions. In P. R. Lowenthal, C. S. York, & J. C. Richardson (Eds.), Online learning: Common misconceptions, benefits and challenges, 33-48. Hauppauge, NY: Nova Science Publishers.

  • Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: Is it effective? Chemistry Education Research and Practice, 16(1), 179–186. https://doi.org/10.1039/C4RP00230J.

    Article  Google Scholar 

  • Gillboy, 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.

    Article  Google Scholar 

  • Goodwin, B., & Miller, K. (2013). Research says: Evidence on flipped classrooms is still coming in. Technology-Rich Learning, 70(6), 78–80.

  • Graziano, K. J. (2017). Peer teaching in a flipped teacher education classroom. TechTrends, 61(2), 121–129.

    Google Scholar 

  • Green, T. (2015). Flipped classrooms: An agenda for innovative marketing education in the digital era. Marketing Education Review, 25(3), 179–191.

    Google Scholar 

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

    MathSciNet  Google Scholar 

  • Harrington, S. A., Bosch, M. V., Schoofs, N., Beel-Bates, C., & Anderson, K. (2015). Quantitative outcomes for nursing students in a flipped classroom. Nursing Education Perspectives, 36(3), 179–181.

    Google Scholar 

  • Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66.

    Google Scholar 

  • Heyborne, W. H., & Perrett, J. J. (2016). To flip or not to flip? Analysis of a flipped classroom pedagogy in a general biology course. Journal of College Science Teaching, 45(4), 31–37.

  • Horn, M. (2013). The transformational potential of flipped classrooms. Education Next, 13(3), 78–79.

  • Horner, G. (2016). The photography Teacher’s handbook: Practice methods for engaging students in the flipped classroom. New York: Routledge.

    Google Scholar 

  • Hotle, S. L., & Garrow, L. A. (2016). Effects of the traditional and flipped classrooms on undergraduate student opinions and success. Journal of Professional Issues in Engineering Education and Practice, 142(1), 05015005.

  • Jacot, M. T., Noren, J., & Berge, Z. L. (2014). The flipped classroom in training and development: Fad or the future? Performance Improvement, 53(9), 23–28.

    Google Scholar 

  • Jiang, J., Zhang, Y., Du, H., Qiao, Y., Wang, M., & Dai, Y. (2016). Design and application of flipped classroom teaching model. Paper presented at the 2016 11th international conference on Computer Science & Education (ICCSE).

  • Johnson, G. B. (2013). Student perceptions of the flipped classroom. (Doctoral dissertation, University of British Columbia).

  • Jonas-Dwyer, D., & Pospisil, R. (2004). The millennial effect: Implications for academic development. In Proceedings of the 2004 annual international conference of the Higher Education Research and Development Society of Australasia (HERDSA). (pp. 356-366).

  • Khanova, J., McLaughlin, J. E., Rhoney, D. H., Roth, M. T., & Harris, S. (2015). Student perceptions of a flipped pharmacotherapy course. American Journal of Pharmaceutical Education, 79(9), 140.

    Google Scholar 

  • Kim, J. (2013). Effects of personality traits and Kolb learning styles on learning outcomes in a blended learning environment. International Journal of Digital Content Technology and its Applications (JDCTA), 7(13), 261–267.

    Google Scholar 

  • King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30–35.

    Google Scholar 

  • Knight, M. (2016). Flipped classrooms and discovery learning in business and professional communication. Business and Professional Communication Quarterly, 79(1), 3–5.

    MathSciNet  Google Scholar 

  • Kolb, D. A. (1981). Experiential learning theory and the learning style inventory: A reply to Freedman and Stumpf. Academy of Management Review, 6(2), 289–296. https://doi.org/10.5465/amr.1981.4287844.

  • Kostka, I., & Brinks Lockwood, R. (2015). What’s on the internet for flipping English language instruction. Electronic Journal for English as a Second Language, 19(2), 1–12.

    Google Scholar 

  • Kostka, I., & Marshall, H. W. (2017). Flipped learning in TESOL: Past, present, and future. In J. Perren, K. Kelch, J.-S. Byun, S. Cervantes, & S. Safavi (Eds.), Applications of CALL theory in ESL and EFL environments (pp. 223–243). Hershey, PA: IGI Global.

  • Krentler, K. A., & Willis-Flurry, L. A. (2005). Does technology enhance actual student learning? The case of online discussion boards. Journal of Education for Business, 80(6), 316–321. https://doi.org/10.3200/JOEB.80.6.316-321.

    Article  Google Scholar 

  • Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Educational Technology & Soceity, 20(1), 211–221.

    Google Scholar 

  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43.

    Google Scholar 

  • Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372.

    Article  Google Scholar 

  • Lee, J. S. J., Nakamura, Y., & Sadler, R. (2016). Design and implementation of a videoconferencing-embedded flipped classroom (VEFC) in college-level EFL. IALLT Journal of Language Learning Technologies, 46(1), 105–118.

    Google Scholar 

  • Lin, C., & Hwang, G. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Educational Technology & Soceity, 21(2), 205–219.

    Google Scholar 

  • Marshall, H. W. (2017). Flipped learning in TESOL. Applications of CALL Theory in ESL and EFL Environments, 223.

  • Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430–435.

    Google Scholar 

  • McCollum, B. M., Fleming, C. L., Plotnikoff, K. M., & Skagen, D. N. (2017). Relationships in the flipped classroom. Canadian Journal for the Scholarship of Teaching and Learning, 8(3), 8.

  • McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), 196. https://doi.org/10.5688/ajpe779196.

    Article  Google Scholar 

  • Mehring, J. (2018). The flipped classroom. In J. Mehring & A. Leis (Eds.), Innovations in Flipping the Language Classroom (pp. 1–9). Singapore: Springer Singapore.

  • Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85–87.

    Google Scholar 

  • Miragall, M., & García-Soriano, G. (2016). Transforming a class from the psychology degree into a flipped classroom. @ tic. revista d'innovació educativa, 17, 21–29.

  • 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. https://doi.org/10.3928/01484834-20130919-03.

    Article  Google Scholar 

  • Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7–11.

    Google Scholar 

  • Molnar, K. K. (2016). What effect does flipping the classroom have on undergraduate student perceptions and grades? Education and Information Technologies, 22, 2741–2765.

  • Oki, Y. (2016). Flipping a content-based ESL course: An action research report. Hawaii Pacific University TESOL Working Paper Series, 14, 62–75.

    Google Scholar 

  • Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: A quasi-experimental study. Teaching of Psychology, 43(1), 10–15.

    Google Scholar 

  • Rivera, V. M. (2016). Flipped classrooms: Advantages and disadvantages from the perspective of a practicing art teacher (Master's thesis, State University of New York New Paltz).

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

    Google Scholar 

  • Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American Journal of Pharmaceutical Education, 80(2), 34. https://doi.org/10.5688/ajpe80234.

    Article  Google Scholar 

  • Sahin, A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a college calculus course: A case study. Journal of Educational Technology & Society, 18(3), 142–152.

    Google Scholar 

  • Savion, S. (2016). Beyond the hype: Technology’s true place in learning. Retrieved from http://www.clomedia.com/2016/10/17/beyond-hype-technologys-true-place-learning/

  • Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91(9), 1334–1339. https://doi.org/10.1021/ed400868x.

    Article  Google Scholar 

  • Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14(3), 293–305. https://doi.org/10.1016/j.learninstruc.2004.06.005.

    Article  Google Scholar 

  • Song, Y., & Kapur, M. (2017). How to flip the classroom - "productive failure or traditional flipped classroom" pedagogical design? Educational Technology & Society, 20(1), 292–305.

    Google Scholar 

  • Sun, J. C. Y., & Wu, Y. T. (2016). Analysis of learning achievement and teacher-student interactions in flipped and conventional classrooms. The International Review of Research in Open and Distributed Learning, 17(1), 79–99.

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

    Google Scholar 

  • Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education, 37(4), 316–320. https://doi.org/10.1152/advan.00091.2013.

    Article  Google Scholar 

  • Uskokovic, V. (2018). Flipping the flipped: The co-creational classroom. Research and Practice in Technology Enhanced Learning, 13(1), 11.

  • Van Nguyen, L. (2010). Computer mediated collaborative learning within a communicative language teaching approach: A sociocultural perspective. The Asian EFL Journal Quartely, 12(1), 202–233.

  • Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41(1), 25–41.

    MathSciNet  Google Scholar 

  • Vogelsang, K., & Hoppe, U. (2018). Development of an evaluation for flipped classroom courses. In Proceedings of Multikonferenz der Wirtschaftsinformatik (MKWI), Lüneberg, Germany, 821–832.

  • Vogelsang, K., Droit, A., & Liere-Netheler, K. (2019). Designing a flipped classroom course - A process model. International Journal of Conceptual Modeling, 14(4). https://doi.org/10.18417/emisa.14.4.

  • Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts? CATESOL Journal, 28(1), 39–67.

    Google Scholar 

  • Wertsch, J. V. (1984). The zone of proximal development: Some conceptual issues.In B. Rogoff & J. V. Wertsch (Eds.), Children's learning in the 'Zone of Proximal Development' (pp. 7-18). New Directions for Child and Adolescent Development, no. 23. San Francisco, CA: Jossey-Bass. https://doi.org/10.1002/cd.23219842303.

  • Wong, B. T. M., & Wong, B. Y. Y. (2018). Using videos in blended learning: Pitfalls and success factors. In K. C. Li, K. S. Yuen, & B. T. M. Wong (Eds.), Innovations in open and flexible education (pp. 185–202). Singapore: Springer Singapore.

    Google Scholar 

  • Wood, D., & Middleton, D. (1975). A study of assisted problem-solving. British Journal of Psychology, 66(2), 181–191.

    Google Scholar 

  • Yuan, J. (2015). Flipping the college English classroom. Sino-US English Teaching, 12(11), 816–821.

    Google Scholar 

  • Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distance Learning, 17(3), 313–340.

    Google Scholar 

  • Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009). Flipping the classroom to explore active learning in a large undergraduate course. Paper presented at the American Society for Engineering Education.

  • Zhang, Q., & Wu, F. (2016). Study on teacher-student interaction in flipped classroom based on video annotation learning platform. In In Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk, & N.-S. Chen (Eds.), State-of-the-art and future directions of smart learning (pp. 257–261). Springer, Singapore.

Download references

Acknowledgements

The authors thank the students in Computer Assisted Language Learning for their willing participation in this study and Apples Lab members Ali Alzughaibi, Caleb Cassady, and Emily Lawson for assistance transcribing the interviews. Results from this study were also presented at the annual meeting of the American Association of Applied Linguistics in Atlanta, Georgia in March 2019.

Author information

Authors and Affiliations

  1. Department of Curriculum and Instruction, Southern Illinois University Carbondale, 625 Wham Drive – Mail Code: 4610, Carbondale, IL, 62901, USA

    YuYen Lee

  2. Department of Linguistics, Southern Illinois University Carbondale, 3226 Faner Hall, Carbondale, IL, 62901-4517, USA

    Katherine I. Martin

Authors
  1. YuYen Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Katherine I. Martin
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to YuYen Lee.

Ethics declarations

The authors declare that they have 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

Lee, Y., Martin, K.I. The flipped classroom in ESL teacher education: An example from CALL. Educ Inf Technol 25, 2605–2633 (2020). https://doi.org/10.1007/s10639-019-10082-6

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-019-10082-6

Keywords

Search

Navigation