ERIC Number: EJ1281387
Record Type: Journal
Publication Date: 2021
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2155-7098
EISSN: N/A
Exploring Learners' Attitudes towards Technology-Enhanced Flipped Language Instruction
International Journal of Computer-Assisted Language Learning and Teaching, v11 n1 Article 6 p81-98 2021
The article reports on a study that explored the affordances and challenges of the flipped classroom model for an advanced language course, involving the implementation of a four-skill integration approach and the use of various digital tools. Eighteen advanced language students participated in the study over the course of one semester. Students carried out a variety of online assignments using self-access learning modules in Canvas to prepare them for in-class activities. Data from post-surveys and focus group interviews along with the student coursework reveal that students had a positive attitude towards the flipped model because it gave them agency over their own learning and engaged them in meaningful interactions with their peers. The study suggests that well-designed tasks are essential, and that instructor scaffolding is needed to guide students in learning course content. The study contributes a new model of flipped instruction that facilitated L2 development in an effective manner.
Descriptors: Flipped Classroom, Student Attitudes, Undergraduate Students, Public Colleges, Integrated Learning Systems, Video Technology, Web Sites, Electronic Publishing, Instructional Effectiveness, Affordances, Barriers, Advanced Courses, Second Language Instruction, Second Language Learning, Spanish, Interaction, Peer Relationship, Feedback (Response), Personal Autonomy, Scaffolding (Teaching Technique), Self Management, Technology Integration
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A