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FLIPPED CLASSROOM MODEL WITH YOUNG LEARNERS’ VOCABULARY LEARNING IN PRIMARY ELT CLASSROOMS

Year 2024, Volume: 25 Issue: 1, 302 - 333, 01.01.2024
https://doi.org/10.17718/tojde.1213698

Abstract

This mixed-method study explored the effect of the flipped classroom model (FCM) on vocabulary learning of young English language learners and their perceptions and experiences about FCM practices. Two intact groups of 4th-grade students in a state primary school in Turkiye were randomly assigned as experimental (N = 32) and control (N = 33) groups. The quantitative data related to vocabulary learning were collected through three measurement tests. The qualitative data were obtained via semi-structured face-to-face interviews with 19 volunteer students from the experimental group. The results revealed that the levels of vocabulary learning and retention for the experimental group students were statistically significantly higher than those of the control group students (p< 0.05). The qualitative data analysis also confirmed the effectiveness of the model for vocabulary learning and revealed its efficiency for language classes of young English language learners. Accordingly, suggestions were made for the FCM implementation.

References

  • Al-Harbi, S., & Alshumaimeri, Y. (2016). The flipped classroom impact in Grammar class on EFL Saudi Secondary school students' performances and attitudes. English Language Teaching, 9(10), 60-80.
  • Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course. Journal of Language Teaching and Research, 9(2), 236-242.
  • Alsowat, H. (2016). An EFL flipped classroom teaching model: effects on English language higher-order thinking skills. Student Engagement and Satisfaction, 7, 108-121.
  • Altas, E.A., & Mede, E. (2021). The impact of flipped classroom approach on the writing achievement and self-regulated learning of pre-service English teachers. Turkish Online Journal of Distance Education, 22(1), 66-88.
  • Al-Zahrani, A. M. (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
Year 2024, Volume: 25 Issue: 1, 302 - 333, 01.01.2024
https://doi.org/10.17718/tojde.1213698

Abstract

References

  • Al-Harbi, S., & Alshumaimeri, Y. (2016). The flipped classroom impact in Grammar class on EFL Saudi Secondary school students' performances and attitudes. English Language Teaching, 9(10), 60-80.
  • Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course. Journal of Language Teaching and Research, 9(2), 236-242.
  • Alsowat, H. (2016). An EFL flipped classroom teaching model: effects on English language higher-order thinking skills. Student Engagement and Satisfaction, 7, 108-121.
  • Altas, E.A., & Mede, E. (2021). The impact of flipped classroom approach on the writing achievement and self-regulated learning of pre-service English teachers. Turkish Online Journal of Distance Education, 22(1), 66-88.
  • Al-Zahrani, A. M. (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

Details

Primary Language English
Subjects Lifelong learning
Journal Section Articles
Authors

Pinar SIK 0000-0001-5722-3916

Ece ZEHIR TOPKAYA 0000-0001-5364-7551

Publication Date January 1, 2024
Submission Date December 2, 2022
Published in Issue Year 2024 Volume: 25 Issue: 1

Cite

APA SIK, P., & ZEHIR TOPKAYA, E. (2024). FLIPPED CLASSROOM MODEL WITH YOUNG LEARNERS’ VOCABULARY LEARNING IN PRIMARY ELT CLASSROOMS. Turkish Online Journal of Distance Education, 25(1), 302-333. https://doi.org/10.17718/tojde.1213698