ENGLISH LANGUAGE TEACHING STUDENTS' PERCEPTIONS ON THE CONCEPT OF FLIPPED CLASSROOM IN TEACHING ENGLISH: A METAPHORIC STUDY

Year 2020, Volume: 9 Issue: 17, 72 - 88, 30.06.2020

İbrahim Yaşar Kazu , Yakubu Issaku

Abstract

Son yıllarda 21. yüzyıl öğrencilerinin ihtiyaçlarına cevap vermek adına eğitim alanında hatırı sayılır değişiklikler yapılmış, yeni öğrenme ve öğretme yaklaşımları araştırmacıların gözde konusu haline gelmiştir. Son dönemde popüler olan öğrenme öğretme yaklaşımlarından bir tanesi de ters yüz sınıf modelidir. Bu çalışmanın amacı İngilizce öğretmen adaylarının ters yüz sınıf modeline ilişkin algılarını metaforlar yoluyla belirlemektir. 2018-2019 eğitim öğretim yılında İngiliz Dili ve Eğitimi bölümünde okuyan 170 İngilizce öğretmen adayıyla yürütülmüş olan bu çalışmada ‘Öğrencilerin Algılarını Belirlemeye Yönelik Form’ veri toplama aracı olarak kullanılmıştır. Araştırmada nitel araştırma yöntemleri içerisinde yer alan olgu bilim deseni kullanılmıştır. Katılımcılar ters yüz sınıf kavramını, konuşma becerilerinin gelişiminde üst bilişsel aktivitelere yer verme, öğrencilerin dersten önce hazırlık yapması, İngilizce öğretim ortamlarında teknolojinin kullanımı bakımından metaforlar yoluyla değerlendirmişlerdir. Verilerin çözümlenmesinde içerik analizinden faydalanılmıştır. Elde edilen metaforlar kategorilere ayrılmış ve isimlendirilmiş, metaforların kullanım sıklığı hesaplanmıştır. Ters yüz sınıf modeline ilişkin metaforlara bakıldığında, katılımcıların öğrenme ortamlarında teknoloji kullanımına büyük önem verdikleri anlaşılmıştır. Teknolojinin öğrenme ve öğretme etkinliklerinde sıklıkla kullanılması gerektiğini farklı metaforlar kullanarak ifade etmişlerdir.

Keywords

21. yüzyıl eğitimi, İngiliz dili ve eğitimi ortamları, Ters yüz sınıf modeli, Olgu bilim deseni

English Language Teaching Students’ Perceptions on the Concept of Flipped Classroom in Teaching English: A Metaphoric Study

Abstract

In recent years, several efforts have been put in place to change teaching and learning approaches to help conform to the wants of the 21-st century learner, several studies have been conducted to find ways of improving teaching and learning in the classroom. Technology is developing and its acceleration in the 21st century has changed the ways of acquiring knowledge dramatically. Technology plays a critical role in every sphere of our daily lives as well as in our education system. The research is mainly purposed to investigate English Language Teaching (ELT) students’ mental images about the model of the flipped classroom. This study was carried out with a sample of 170 participants studying English language in ELT environment, in the 2018-2019 academic year. An Open-ended questionnaire namely; “A Form of Determination of student’s Metaphors” were used to collect research data. A phenomenology approach which is a qualitative research method was used to analyse the data. Students explained the concept of the flipped classroom, the use of metacognitive activities to improve speaking skills, student’s readiness before the lesson and the use of technological gadgets in English classroom via metaphors. The data were analyzed by content analysis. Related data were gathered; and name of the category, the context of the category, and the frequency of usage were calculated for metaphors that reflect certain characteristics in each category. From the metaphors about the usage of technology in a flipped classroom, it was inferred that the teaching approach is very important in the area of education and much effort should be put in place to involve technology in classroom activities since the 21-st century students are ‘digital natives’. They expressed their opinions about this issue through different metaphors.

Keywords

Flipped clasroom, 21st century education, ELT environment, A phenomelogy method

References

• AlJaser, A. (2017). Effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among education students of Princess Nourah Bint Abdulrahman University. Canadian Center of Science and Education, 10(14), 67- 77.
• Akgün, M., & Atıcı, B., (2017). The effect of flipped classroom on learners’ academic achievements and views. Kastamonu Journal of Education, 25(1), 329-344.
• Al-Zahrani, A. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of Educational Technology, 46(6), 1133–1148.
• Anderson, L.W., & Krathwohl, D. R., (2001). Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy. New York. Longman Publishing.
• Başal, A., (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education (TOJDE), 16(4-3), 28-37.
• Bergmann, J., & Sams, A., (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. Retrieved 17 April, 2019 from https://www.amazon.com/Flip-Your-Classroom-Internationational technology\dp\b00es28h06
• Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development - ETR&D, 61(4), 563-580.
• Davies, T.J., Wolkovich, E.M., Kraft, N.J.B., Salamin, N., Allen, J.M., Ault, T.R., Betancourt, J.L., Bolmgren K., Cleland, E.E., Cook, B.I., Crimmins, T.M., Mazer, S.J., McCabe, G.J., Pau, S., Regetz, J., Schwartz, M.D., & Travers, S.E., (2013). Phylogenetic conservatism in plant phenology. Journal of Ecology, 101, 1520-1530. doi:10.1111/1365-2745.12154. 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. Doi: 10.1007/s11528-013-0698-1.
• Elian, Sh. & Hamaidi, D. (2018). The effect of using flipped classroom strategy on the academic achievement of fourth grade students in Jordan. IJET, 13(2), 110-125.
• Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom teaching in language learning. Procedia- Social and Behavioral Sciences, 205- 209.
• Flumerfelt,S.,& Green G. (2013). Using Lean in Flipped Classroom for At Risk Students, Education Technology & Society, 16(1), 356 -366.
• Frydenberg, M. (2012). Flipping Excel. Proceedings of the Information Systems Educators Conference, New Orleans Louisiana, USA. Information Systems Education Journal 11 (1), 63.
• Gatti, L., & Catalano, T. (2015). The business of learning to teach: A critical metaphors analysis of one teachers’ journey. Teaching and Teacher Education, 45, 149-160. doi:10.1016/j.tate.2014.10.009
• Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the inverted classroom to teach software engineering. Oxford, OH: Miami University.
• Goodwin, B., & Miller, K. (2013). Evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78-80.
• Halili, S. H., & Zainuddin, Z. (2015). Flipping the classroom: What we know and what we do not. The Online Journal of Distance Education and e-Learning (TOJDEL), 3(1), 28-35.
• Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled A Review of Flipped Learning.Retrieved from Harris, B., Harris, J., Reed. L., and Zelihic, M. (2016). Flipped classroom: Another tool for your pedagogy tool box. Developments in Business Simulation and Experiential Learning, 1(43), 325-333.
• Harris, B., Harris, J., Reed. L., & Zelihic, M. (2016). Flipped classroom: Another tool for your pedagogy tool box. Development in Business Simulation and Experiential Learning, 1(43), 325-333. Hung, H., (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
• Johnson, G. (2013). Student perceptions of the flipped classroom. The University of British Columbia. Retrieved December 15, 2019 from https://open.library.ubc.ca/cIRcle/ collections/ubctheses/24/items/1.0073641.
• Johnston, B.M. (2017). Implementing a flipped classroom approach in a university numerical methods mathematics course, International Journal of Mathematical Education in Science and Technology, 48(4), 485-498. doi: 10.1080/0020739X.2016.1259516.
• Johnson, L., Adams, B. S., Estrada, V., & Freeman, A., (2014). NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved April 12, 2019 from https://www.learntechlib.org/p/147472/
• Kong, S., (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
• Lage, M. J., Platt, G., & Treglia, M., (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.
• Marlowe, C. (2012). The effect of the flipped classroom on student achievement and stress. (Unpublished master’s thesis). Montana State University, Bozeman, MN. Mc Laughlin, J.E., Gharkholonarehe, N., & Davidson, C.A., (2014). The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School. Academic Medicine 89(2).
• Mok, H. N., (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7-11.
• Mc Laughlin, J., & Rhoney, D. (2015). Comparison of an interactive e-learning preparatory tool and a conventional downloadable handout used within a flipped neurologic pharmacotherapy lecture. Currents in Pharmacy Teaching and Learning, 7(1), 12-19.
• Merrill, J. E. (2015). The flipped classroom: An examination of veteran teachers’ practices when flipping their classrooms for the first time. Doctoral Dissertation, Texas A&M University, College Station, TX.
• Moravec, M. Williams, A. Aguilar-Roca, N. & O’Dowd, D.K (2010). Learn before lecture: a strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education. Learning and Engagement in a Health Professions School. Academic Medicine, 9(4), 473-81. doi: 10.1187/cbe.10-04-0063.
• Prensky, M., (2001). Digital natives, digital immigrants, On the Horizon, 9(5), 1-6.
• Roach, T., (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.
• Rutkowski, J., & Moscinska, K. (2013). Self-directed learning and flip teaching: electric circuit theory case study. 41st SEFI Conference, Leuven, Belgium.
• See S., & Conry, J. (2014). Flip My Class! A faculty development demonstration of a flipped-classroom. Currents in Pharmacy Teaching and Learning, 6(4), 585-588.
• Sirakaya, D., & Ozdemir, S. (2018). The effect of flipped classroom model on academic achievement, self-directed learning readiness, motivation and retention. Malaysian Online Journal of Educational Technology- MOJEST, 6(1), 76- 86.
• Song, Y., & Kapur, M. (2017). How to flip the classroom – “productive failure or traditional flipped classroom” pedagogical design? Journal of Educational Technology & Society, 20(1), 292- 305.
• Stohr, C. & Adawi, T. (2018). Flipped Classroom Research: From “Black Box” to “White Box” Evaluation. Education Science, 8 (1), 22. 1-4; doi:10.3390/educsci8010022.
• Strayer,J.F.,(2011).The teacher’s guide to flipped classroom. Retrieved January 12, 2020 from http,//www.edudemic.com/guides/flipped-classrooms-guide/
• Tataclassedge.(2014).The Flipped Classroom model. Retrieved March 8, 2020 from http://www.tataclassedge.com/digital-education-insight/articles/the flipped classroom.
• Talley, C. P., and Scherer, S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a “flipped” stem course. The Journal of Negro Education, 82(3), 339-347.
• Unakorn, P., & Klongkratoke, U. (2015). Effectiveness of flipped classroom to mathematics learning of grade 11 students. A Paper presented at the 21st & 22nd International Conference on Language, Education, and Humanities & Innovation. Retrieved January, 8 2020 from https://icsai.org/procarch/1iclehi/1iclehi-44.pdf
• Villanueva, J. (2016). Flipped Classroom: An action research. A Paper presented at the 21st Annual Technology, Colleges and Community Worldwide Online Conference. Retrieved January 5 2020 from http://hdl.handle.net/10125/40822.
• Zownorega, J. S. (2013). Effectiveness of flipping the classroom in a honours level, mechanics-based physics class. Master’s Thesis. Eastern Illinois University. [Illinois]