Abstract
The aim of this research is to provide an example of how English language teaching practices can be arranged according to the layered flipped learning model. One of the qualitative research methods, the “action research” method, was used in this study. The research was conducted with fifth grade students in a secondary school in the Western Black Sea region of Turkey in the 2017/2018 academic year. In order to increase the validity of the data and enrich the meaningfulness of the results, data diversification was made. In this research, content analysis method was used to analyze and interpret the data. As a result of the research, it was observed that layered flipped learning model meets the interests and needs of the students and leaves the responsibility of learning to the students. Also it was observed that students preferred tasks for group work and this contributed to the fun of the lesson, to more effective learning, and to increased levels of active participation, motivation. Based on the results reached at the end of the research, it was thought that activities in the teaching process should be layered and each level should be preparatory to the other.
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Appendix
Appendix
1.1 Preparation and implementation of the tasks in the first and second action plans
1.1.1 C-Level tasks
Lecture video A lecture video was prepared by the researcher at the beginning of each unit. For this, first, a lecture slide was prepared and shooting was done in the classroom. It was asked to determine whether the videos were watched or if the subject was understood by placing questions about the unit in the slide. The students were asked to watch the lecture videos and send the answers of the questions to the teacher. It takes an average of 1 h to prepare the slide, shoot the video, and edit the video recording.
Word slide Word slides were prepared by the researcher for each unit. These slides are visualized with pictures. The students were asked to write the meaning of the words on the slide and send it to the teacher. The preparation of a word slide takes an average of 30 min.
Online games In the first week of each unit, online games were sent to students from EIN and different websites according to the relevant unit. Thanks to these games, students reinforced the words and sentence structures of that unit. The students were asked to take a screenshot of the scores of the games they played and send them to the teacher.
Coursebook tasks Some activities in the coursebook were sent to the students as home tasks. These tasks include activities such as word matching, categorizing words or patterns, and matching questions and answers. The students were asked to take pictures of the tasks they performed. The tasks of the students who could not send their tasks were checked at the school and the task papers were signed.
Worksheets Different worksheets were prepared by the researcher about the unit. They were asked to complete tasks such as matching, puzzles, reading texts, right and wrong activities, and creating dialogues. 3–4 different worksheets were prepared by spending an average of 40 min for each unit.
Bingo In order to reinforce the words and sentence patterns in the unit, a bingo game was prepared for each unit by the researcher. In this game, which is played for four people, cards with pictures are distributed to each player. The words are written in small pieces of paper and placed in a bag. Each player draws a word in order and when the word taken matches with the picture on his card, the picture is covered with a stamp. The game is over when all pictures are closed. It takes 1 h to prepare and print out this game in computer.
Find the other half The words of the unit are divided into syllables and sentence patterns are divided into words and written on papers, and each syllable and word is cut and given to students in a mixed way. Students are asked to create a specified number of words and sentences. It takes 25 min to prepare, print and prepare this task in computer.
Reproducing words Students are given letters written on small papers. They are asked to create the specified number of words using these letters. It takes 15 min for this task to be prepared and printed and prepared in computer environment.
Meaningful cards Four cards were prepared by the researcher. On the front of these cards, the words and sentence patterns related to the unit are written and on the back the meanings of these words and sentences are written. In this game, which is played for 4 people, each player gets a card and runs for a certain time. Then, the cards are changed. The process continues until each player looks at each card and works. The students then ask each other questions about these cards. Each student tries to reach the correct number of correct answers. It takes 20 min to prepare, print and prepare this task in computer.
Word groups Students are given small groups of papers related to the unit in a mixed form but belonging to different categories. Students are asked to categorize these words. It takes 15 min for this task to be prepared and printed and prepared in computer.
Completing the story A text about the unit is prepared and some words are left blank in this text. In this task of 3–4 people, each student is given some words. One of the students reads this text and stops when it comes to blank. Whoever has to come to the blank speaks that word. Group members continue to read the story when they approve their friends. Students are expected to fill in the blanks in the text. It takes 15 min for this task to be prepared and printed and prepared in computer.
Find the different one Up to 10 words related to the unit are individually illustrated on paper and each word is cut. Students sort the given words randomly and look at the words for a certain period of time. Then, one of the students closes his eyes and the other removes one of the words from the list. The student who closes his eyes tries to find out which word is removed. Students try to know the specified number of words. It takes 15 min for this task to be prepared and printed and prepared in computer.
Listening activities Different listening activities are organized for each unit. Students were asked to complete the relevant task by sending listening texts. Listening tasks consist of tasks such as filling in blanks, sorting dialogues, matching, and answering questions. Listening texts sent are texts approved by Ministry of Education (MoNE) and sent to teachers for use.
1.1.2 B-Level tasks
Dice game Dice games were prepared by the researcher for 3–4 people to play together. Each player is expected to progress as much as the dice rolled and complete the task in the box. These tasks are prepared as asking questions about the unit or answering the question in the box. It takes 25 min to prepare, print and prepare this task in computer.
Dart game This game can be played by preparing or buying a dart. The researcher prepared as many questions as the number in darts. Each player must answer the question corresponding to the number he threw. When a certain number of questions are answered, the game is finished. It takes 15 min for this task to be prepared and printed and prepared in computer.
Dart is mine Students are asked to prepare a dart in groups and prepare as many questions as they can put in the darts. Then, darts and questions of the groups are changed. Each group begins to play the corresponding darts. When a certain number of questions are answered, the game is finished.
Role playing Students are asked to prepare dialogues on topics identified on the unit and play it. The framework of the role is determined by telling the students some of the main points that should be in the dialogue.
Did you listen? The two people prepare a dialogue or text individually and write appropriate questions to these texts. Each student gives his/her questions to the other student. In turn, while a student is reading the dialogue or text he wrote, the other listens to him and tries to answer the questions. When all questions are answered correctly, this time the student who answers the questions reads his/her text and the other student listens to his friend and tries to answer the questions.
Delete dialogue Two groups of students prepare a dialogue, and the dialogues are exchanged between groups. Each group reads its dialogue and deletes some words in the dialogue as they read it. The student has to keep in mind the words he/she deleted. Because every time he reads the dialogue, he reads the word he deleted as if he was there. The deletion continues until 4–5 words remain in the dialog.
Picture story Students are given pictures and asked to make people talk in this picture. The student completes the task when every person in the picture makes a meaningful and correct speech.
Find the mistake Two people make a dialogue or text separately and deliberately put some mistakes in these texts. Then, the students change the texts they prepared and try to find the mistakes that each other has put.
Ask and answer Two people prepare a separate dialogue or text and write appropriate questions for these texts. Later, students change the texts they prepared. Each student reads the text prepared by his friend and tries to answer the questions.
Creating a story Students are given vocabulary or phrases related to the unit. Each student creates a sentence related to the word he chooses. Each sentence is tried to be established as a continuation of the previous one. The aim is to create a meaningful story or dialogue.
1.1.3 A-Level tasks
Preparing visual dictionary Students are asked to prepare a visual dictionary using the words of the unit and present it in the classroom. They may also be asked to write a sample sentence for some words.
Doing research Students are asked to conduct research in the classroom according to the subject of the unit. Topics include researching movies and characters that your friends love/dislike, researching birthdays or leisure activities. Students are expected to present their results in the classroom after they research on the topic.
Preparing a poster Students are asked to prepare a poster decorated with pictures describing the words or topic of the unit. The prepared poster is then presented in the classroom.
Composing a song Students are asked to write songs using the words and patterns of the unit and compose it and sing it in the classroom.
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Ökmen, B., Kılıç, A. Developing the instructional process in the layered flipped learning model for secondary school English courses. Educ Res Policy Prac 21, 147–175 (2022). https://doi.org/10.1007/s10671-021-09297-7
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DOI: https://doi.org/10.1007/s10671-021-09297-7