The impact of the flipped classroom on receptive and productive vocabulary learning

Year 2019, , 437 - 449, 01.07.2019

Özkan Kırmızı , Funda Kömeç

https://doi.org/10.17263/jlls.586096

Abstract

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
The impact of the flipped classroom on receptive and productive vocabulary learning
The aim of the present study was to measure the effect of the flipped classroom on vocabulary learning in terms of both receptive and productive vocabulary. To do this, a post-test experimental research design was implemented. The participants of the study are 58 high school students. The experimental group was exposed to a four-week flipped instruction in which they worked on the pre-prepared videos designed by the teacher. The practice was done collaboratively inside the classroom. The control group was taught the target vocabulary in the traditional way in which the vocabulary presentation took place in the classroom and the practice was done as homework. Following the instruction of each group of words, a vocabulary quiz was administered to both groups. The results were analyzed by using the SPSS package program. The experimental group’s perceptions of the flipped classroom were also evaluated through an open-ended questionnaire. Depending on the results, it can be stated that the flipped classroom holds promise for the language learning process in terms of vocabulary learning.
Information about Author(s)*
Author 1
Author (Last name, First name)	Kırmızı, Özkan
Affiliated institution (University)	Karabük University
Country	Turkey
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No) Write only one corresponding author.	Yes
Author 2
Author (Last name, First name)	Kömeç, Funda
Affiliated institution (University)	Mehmet Vergili Science High School
Country	Turkey
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No)	No
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Keywords

Flipped classroom; receptive vocabulary; productive vocabulary

References

• 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)
• Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education- TOJDE, 16(4)
• Baz, E.H. (2016).Attitudes of Turkish EFL student teachers towards technology use. Turkish Online Journal of Educational Technology - TOJET, 15(2)
• Bergmann, J., &Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
• Buyukyavuz O. &Inal S. (2008). A descriptive study on Turkish teachers of English regarding their professional needs, efforts for development and avail-able resources. The Asian EFL Journal, 10, 215-234.
• Chan, V. (2001a). Learning autonomously: The learners' perspectives. Journal of Further and Higher Education, 25(3), 285-300.
• Chan, V. (2001b). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Education, 6(4), 505-518.
• Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviours. Evaluation and Research in Education, 16(1), 1-18.
• Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205.
• Cotterall, S. (1999). Key variables in language learning: What do learners believe about them? System, 27(4), 493-513.
• Craik, F. I. M., &Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268-294.
• Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructionaltechnology integration in a college-level information systems spreadsheetcourse. Educational Technology Research and Development, 61(4), 563-580.
• Dickinson, L. (1995). Autonomy and motivation a literature review. System, 23(2), 165-174.
• Gairns, R. & Redman, S. (1986).Working with words. Cambridge: CUP.
• Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy, NYS TESOL Journal, 2(1).
• Holec, H., (1981). Autonomy and foreign language learning. Oxford: Pergamon. (Firstpublished 1979, Strasbourg: Council of Europe)
• Hung, H.T. (2014). Flipping the classroom for English language learners to foster active learning, Computer Assisted Language Learning, 28(1), 81-96.
• Karabıyık, A. (2008). The relationship between culture of learning and Turkish university preparatory students’ readiness for learner autonomy. (Unpublished master’s thesis). Bilkent University, Ankara, Turkey.
• Kocak, A. (2003). A study on learners’ readiness for autonomous learning of English as a foreign language. (Unpublished master's thesis) Middle East Technical University, Ankara, Turkey.
• Lewis. M. (1993). The lexical approach. Hove: Language teaching Publications.
• Liu, J. (2009). A survey of EFL learners’ attitudes toward information and communication technologies. EnglishLanguage Teaching, 2(4), 101-106.
• Littlewood, W. (2001). Do Asian students really want to listen and obey? ELT Journal, 54(1), 31-36.
• Lynch, M. (2016). Focus on these four areas to create a classroom environment conducive to learning, The Edvocate. Retrieved from http://www.theedadvocate.org/focus-four-areas-create-classroom-environment-conducive-learning/
• Malvern, D., Richards, B., Meara, P., & Milton, J. (2008). Introduction: special issue on knowledge and use ofthe lexicon in French as a second language. French Language Studies, 18, 269-276.
• Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom, Computer Assisted Language Learning, 33(1), 1-10.
• Milton, J. (2013). Measuring the contribution of vocabulary knowledge to proficiency in the four skills. In C. Bardel, C. Lindqvist, & B, Laufer(Eds). L2 Vocabulary acquisition, knowledge and use : New perspectives on assessment and corpus analysis, European Second Language Association, pp. 57–78.
• Murdoch, J. &Williams, A. (2011). Creating an online learning community: Is it possible? Innovative Higher Education, 36(5), 305-315.
• Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
• Richards, J.C. (2006). Communicative language teaching today. New York: Cambridge University Press.
• Roth, C. &Suppasetseree, S. (2016). Flipped classroom: Can it enhance English listening comprehension for pre-university students in Cambodia? Proceedings of CLaSIC 2016, 255-264
• Schmitt, N. (2010). Researching vocabulary. A Vocabulary research manual. Basingstoke: PalgraveMacmillan.
• Shahov, V. (2012). Measuring L2 receptive and productive vocabulary knowledge, University of Reading Language Studies Working Papers, 4, 37-45
• Wittrock, M.C. (1992). Generative learning processes of the brain. Educational Psychologist, 27 (4), 531-541
• Zhang, H., Li, J., Jiao, L., Ma, W. & Guan, C. (2016). The adjustment and effects of vocabulary teaching strategies in flipped classroom. Creative Education,7, 1966-1973.