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Flipped Classrooms

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15 views

Flipped Classrooms

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Mahi
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© © All Rights Reserved
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Flipped Classrooms in Language Education

Department of German Word count:1240


In the world of technological education, the flipped classroom strategy is
spreading rapidly. It is one of the effective techniques that help overcome the
challenges of distance teaching and learning. Teachers are looking for innovative
methods of teaching, especially teaching foreign languages. According to the 10 20
70 rule in education, students gain only 10% of their education through instruction,
compared to 20% from colleagues and 70% from experience and practice. Therefore,
the flipped classroom method is based on the idea that The teacher supervises 90%
of what the student learns instead of only supervising 10%.

A flipped classroom is an instructional strategy and a type of blended learning,


which aims to increase student engagement and learning by having pupils complete
readings at home and work on live problem-solving during class time .( Iacopo
Falciani , 2020 )

There are many advantages to the flipped classroom. The flipped classroom
helps make good use of class time, and raises students’ level of academic
achievement (Al-Zein, 2015). It allows students to repeat the lesson more than once
according to their individual differences (Al-Duwaikh, 2015), thus allowing each
student to learn at his or her own pace. and his special abilities (Schrier, 2017). The
flipped classroom raises the level of students’ thinking skills (Brame, 2013; Al-Awfi,
2021), as it is effective in developing creativity and critical thinking skills (Day,
2018; Horn, 2013). The flipped classroom provides a greater opportunity for the
student to participate during class.It increases students' enthusiasm and sense of
pleasure in learning. ( Al-Dosari and Al-Musaad , 2017). The flipped classroom
strategy faces many challenges; As it requires a teacher proficient in technical and
electronic skills and employing them effectively in education; This will not be easy
for teachers with modest technical skills to use the flipped classroom (Zouhi, 2014;
Al-Awfi 2021).Both (Zouhi, 2014 and Al-Awfi, 2021) believe that the flipped
classroom has a negative impact on students, especially children, due to their
exposure to electronic device screens for a long time, and (Al-Duwaikh, 2015)
indicated that the flipped classroom depends on the availability of the Internet and
the availability of smart devices, so it cannot be applied to those who do not have it.
Recording and producing lessons appropriately requires time and effort and this can
be a burden on the teacher.Some teachers do not want to change the traditional
method of teaching. Flipped classroom applications require a large cost from the
teacher and learner.( Asmaa Gamal Sobhi, 2018 ).
In traditional foreign language learning, teachers present content without the
opportunity to provide interactive and collaborative activities, while learners take
notes as passive observers, which leads to low motivation. ( Huang & Hong, 2016).
One of the useful teaching methods in learning foreign languages is communication.
Flipped classroom activities lead to intercommunication to provide learners with
immediate corrective feedback. Flipped classroom activities help to overcome the
lack of communication in foreign language teaching. Students can watch online
videos outside of class, allowing them to study grammar principles and speaking
techniques. In a flipped classroom, students can perform listening activities using
audio files, participate in writing activities through discussion forums, or can work
collaboratively on projects. Teachers guide learners and provide feedback, and can
provide knowledge sharing during in-class activities. (Liu et al., 2019).Through the
flipped classroom, students can participate in writing activities and improve their
speaking skills through discussion forums and chat rooms. It also makes it easier for
students to learn grammatical rules and structures by providing them with access to
different educational resources according to their abilities.( Evseeva & Solozhenko,
2015)

The flipped classroom strategy is based on modern learning theories and


constructivist approaches that believe that learning is an active process, that
knowledge cannot be received from the outside, and that learners are active and not
passive, capable of self-learning, as they build their personal knowledge through
their personal experience in learning. However, they need For guidance and
feedback with the participation of both the teacher and peers to employ everything
they have learned to achieve mastery. . ( Schiller , Herreid , 2023 )

Many studies investigated the effectiveness of Fipped-Classroom and reported that


it is functional in developing Education' For example Bell, R,2014 . The researcher
studied the effect of the flipped classroom strategy on learning German as a foreign
language. 137 students from Brigham Young University participated in this study.
104 females and 33 males. Their ages range between (18-23) years. Seven student
teachers, aged between (21-25) years, also participated in this study. Students' and
teachers' attitudes toward learning with the flipped classroom strategy were
measured at the beginning and end of the semester. The results of students and
teachers at the beginning of the semester indicate that they are not sure about using
flipped learning in studying the German language. This study at the end of the second
semester led to teachers and students strongly agreeing that the flipped classroom
model had a positive impact on the teaching and learning of German in German
language learners. About 75% of all students reached the highbeginner level at the
end of German 101 (first semester) on the ACTFL oral
proficiency scale, and about 75% of all students reached the low-intermediate level
by the end of the first semester. End of German 102 (second semester in German).
Because grammar and vocabulary are taught and practiced outside the classroom,
students and teachers can focus on using grammar and vocabulary to become skilled
in producing spoken and written German. In another study ( Yab , L & Yasin , R ,
2019 ) The researcher studied the effect of using the flipped classroom strategy on
learning German as a foreign language. The researcher conducted three sessions with
samples that included 36 students in Session 1, and 35 students in Sessions 2 and 3
who were students of the GAPP program. The researcher used parametric tests for
the T-test, one-way ANOVA test, and one-way ANCOVA test. The results of the
study showed that students who used the flipped classroom strategy showed a better
improvement in German language achievement compared to students who followed
traditional studies.

Criticism of these studies:


- The study ( Bell, R,2014 ) did not mention a control group, which allows for a
direct comparison between the results of the flipped classroom curriculum and
the traditional classroom curriculum.
- In study ( Yab , L & Yasin , R , 2019 ) the size of the research sample is small
and does not reflect a large percentage of learners of the German language.
- The study ( Yab , L & Yasin , R , 2019 ) relied on quantitative data analysis, such
as t-tests, ANOVA, and ANCOVA. These tests do not reflect the full complexity
of language learning experiences. Using qualitative methods, such as interviews
or observations, would be the best flipped classroom strategy.

In conclusion, the flipped classroom strategy can help learners learn the German
language. As it has an effective role in the educational process. Research
recommendations:
- The use of the flipped classroom strategy must be integrated into learning
foreign languages in general and the German language in particular
- Teachers must be trained to use modern strategies in teaching, especially the
flipped classroom.
- Converting traditional courses into electronic courses so that they help develop
all the skills of learners.
- The need to provide technological devices and laboratories in schools
References :
• Falciani, I. (2020). Flipped classroom. Europass Teacher
Academy.
• Al-Duwaikh, N. (2015, August 27). The effect of applying the
flipped classroom on the growth of self-learning skills among
third-level female students, courses in Computer 2. Al-Jubail
Electronic Newspaper. Retrieved from
[http://aljubailtoday.com.sa/2013/10/10/31871.html]"
• Al-Awfi, H. (2021). The degree of application of the flipped
classroom strategy among computer teachers in the Medina
region in the period before the Corona pandemic.
• Ladwaikh, N. (2015, August 27). The effect of applying the
flipped classroom on the growth of self-learning skills among
third-level female students, courses in Computer 2. Al-Jubail
Electronic Newspaper.
• Al-Zein, H. (2015, January). The effect of using the flipped
learning strategy on the academic achievement of female
students in the College of Education at Princess Noura bint
Abdul Rahman University. International Journal of Specialized
Sciences, 4(1).
• Lai, C. & Hwang, G. (2016). A self-regulated flipped classroom
approach to improving students’ learning performance in a
mathematics course. Computers & Education, 100, 126– 140.

• Zouhi, N. (2014). Flipped Classroom between Supporter and


Opponent. Retrieved on 20/6/1440 from https://www.new-
educ.com/la-controverse-sur-lapprentissage-inverse

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