APPLYING FLIPPED LEARNING APPROACH IN EFL CLASSROOM IN LIEPAJA CENTRE PRIMARY SCHOOL

Authors

  • Kristīne Bārdule Liepaja University (LV)

DOI:

https://doi.org/10.17770/sie2021vol2.6461

Keywords:

competences, differentiation, elementary EFL classroom, feedback, individualization

Abstract

Educational planning documents highlight the importance of differentiation of the learning process and improving individuals' competencies to fulfil complex tasks.  By a flipped learning approach, when the students acquire the new information at home, watching the instructional video, more time is devoted to the active learning process in the classroom, as a result of which the students have the opportunity to improve their competencies.

Within this article's framework, a case study's data on using a flipped learning approach in teaching elementary school students are analysed. The study included fourteen 4th grade English as first foreign language students of Liepaja Centre primary school. The study was conducted in 2020 from 30 October till 27 November.

The study's main objective is to analyse possibilities to differentiate the learning process according to students' individual needs and improve competencies using a flipped learning approach.

The study found that teachers have an excellent opportunity to give students individual and useful feedback and differentiate students' work according to their individual needs. The study revealed that students have the possibility to improve competencies.

It is useful to introduce teachers to the possibilities of a flipped learning approach to individualize the learning process and develop students' competencies as it is stated in education planning documents.

 

Downloads

Download data is not yet available.

References

Abdullah, M.Y., Hussin, S., & Ismail, K. (2019). Implementation of Flipped Classroom Model and Its Effectiveness on English Speaking Performance. International Jornal of Emerging Technologies in Learning, 14(9), 130-147. doi.org/10.3991/ijet.v14i09.10348

Ansori, M., & Nafi, N.N. (2018). English teachers perceived benefits and challenges of flipped classroom implementation. Journal of English Education and Linguistics Studies, 5(2), 211–227. doi.org/10.30762/jeels.v5i2.820

Bergmann, J., & Sams, A. (2012). Flip Your Classroom Reach Every Student in Every Class Every Day (1st ed). International Society for Technology in Education.

Bergmann, J., & Sams, A. (2015). Flipped learning for Elementary Instruction (1st ed). International Society for Technology in Education.

Binit Halili, S.H., Hijja, N., Rabihah, N., Sulaiman, H., & Razaket, R.A. (2019). Exploring the flipped classroom approach in the teaching and learning process: a case study of preservice teachers’ views. International Jornal of Pedagogies and Learning, 14(1), 1-17. 10.1016/j.chb.2015.12.022

Flipped Learning Global Initiative. (n.d.) Flipped Learning Definition. Retrieved from https://flglobal.org/international_definition/

Girmen, P., & Kaya, M.F. (2019). Using the Flipped Classroom Model in the Development of Basic Language Skills and Enriching Activities: Digital Stories and Games. International Journal of Instruction, 12(1), 555-572.

Gonzales, R.R. (2019). Flipped Classroom Approach: Experiences from a Philippine State University. The Normal Lights, Jornal of Teacher Education, 13(2), 67–89.

Jackson, N. (2019). Benefificial or Not: Flipped Learning in an Elementary Mathematics Classroom. Retrieved from https://digitalcommons.csumb.edu/caps_thes_all/641/

Kurnianto, B., Wiyanto, & Haryani, S. (2020). Critical Thinking Skills and Learning Outcomes by Improving Motivation in the Model of Flipped Classroom. Journal of Primary Education, 9(3), 282–291. doi.org/10.15294/jpe.v9i3.27783

Lee, K., & Lai, Y. (2017). Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(8), 1-14.

Marqués-Molías, L., Palau-Martín, R., Usart, M., & Morilla, F. (2019). The Flipped classroom in the learning of korfball in fifth and sixth grade. Aloma, 37(2), 43-52.

McKenzie, L. (2018). Are You Flipping the Wrong Way? Retrieved from https://www.insidehighered.com/news/2018/03/27/group-seeks-set-standards-flipping-classroom

Ministry of Education and Science. (2020). Guidelines for the Development of Education for 2021-2027. Future Skills for the Future Society. Retrieved from https://www.izm.gov.lv/lv/izglitibas-attistibas-pamatnostadnes-2021-2027gadam

Mohammadi, J., Barati, H., &Youhanaee, M. (2019). The Effectiveness of Using Flipped Classroom Model on Iranian EFL Learners’ English Achievements and Their Willingness to Communicate, English Language Teaching. Canadian Center of Science and Education, 12(5), 101.-115. doi:10.5539/elt.v12n5p101

Muntean, C.H. (2019). Teaching Tip: Flipping the Class to Engage Students in Learning Programming Algorithms. Society for Information Technology & Teacher Education International Conference. 2019, 2320–2325.

Thomas, G. (2021). How to Do Your Case Study (3rd ed). SAGE publications Ltd.

Tomas, L., Evans, N., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(5), 1-22. doi.org/10.1186/s41239-019-0135-4

Yean, L.S. (2019). Promoting active learning and independet learning among primary school students using flipped classroom. International Journal of Education, Psychology and Counseling, 4(30), 324-341.

Yoshida, H. (2019). Flipped learning for pre-service teacher education: with focus in instructional design for elementary and secondary education. 13th International Technology, Education and Development Conference, 5718-5727.

Youtube. (2018). Welcome 2 Unit 4. Retrieved from https://www.youtube.com/results?search_query=welcome+2+lesson+4

Zamora-Polo, F., Corrales-Serrano, P.M., Sánchez-Martín, J., & Espejo-Antúnez, L. (2019). Nonscientific University Students Trainingin General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom. MDPI Education Science, 9(297), 2-18. doi:10.3390/educsci9040297

Zou, D (2020). Gamified flipped EFL classroom for primary education: student and teacher perceptions. Journal of Computers in Education, 7(2), 213–228. doi.org/10.1007/s40692-020-00153-w

Downloads

Published

2021-05-28

How to Cite

Bārdule, K. (2021). APPLYING FLIPPED LEARNING APPROACH IN EFL CLASSROOM IN LIEPAJA CENTRE PRIMARY SCHOOL. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2, 72-83. https://doi.org/10.17770/sie2021vol2.6461