DOI: 10.5176/2251-1814_EeL18.156

Authors: YOON EUGENE

Abstract:The aim of this study was to apply the flipped learning strategy in teaching University General English to examine its impact on English self-efficacy and students’ performances. The researcher implemented the flipped learning strategy by recording videos based on the students’ textbook and uploading those videos on the SNS before each lesson to provide opportunities for active interactions. The students of the experimental group (n=49) were required to watch the videos to learn by themselves. They also practiced what they had learned under the teacher’s supervision by completing collaborative tasks in groups or pairs. Meanwhile, the control group students (n=62) received in-class only traditional teaching. The statistical analysis of the results showed that adopting the flipped learning strategy appeared to play a role in enhancing the students’ English self-efficacy. The students’ responses to a questionnaire indicated that their high satisfaction’ towards the flipped learning.

Keywords: flipped learning, English self-efficacy, English achievement, satisfaction, EFL class

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