Resumen de Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills
Ian Douglas Fischer, Jie Chi Chang
Extensive research on the in-class synchronous learning aspect of the fipped classroom approach (FCA) has rendered favorable results the past decade. However, less attention has been placed on the out-of-class component of the FCA, specifcally the drawbacks that may occur, such as low student accountability while watching the pre-assigned video lessons, thus coming to class unprepared, and not using the latest online technological to its full potential. This study addresses these issues by examining the impact of creating a more synchronous/collaborative online out-of-class fipped-class component. Using the latest online technology, a newly proposed fipped group (PFG) was created and then compared to a regular fipped group (RFG), and a traditional class (TC) over 14 weeks. Fifty-four undergraduate business students from a university in Taiwan participated in the study. Mock International English Language Testing System (IELTS) oral pre/post-tests were given to all participants to investigate which teaching approach is more efective. The results showed the PFG signifcantly improved overall on average, out-preforming the RFG. Surprisingly, the TC signifcantly performed better than the RFG. In addition, signifcant diferences and correlations also occurred between the PFG and RFG students’ online learning behaviors and objective performances, such as the time spent online viewing the assigned video lessons and the efects on their quiz and fnal grade scores. This study’s fndings support creating a more synchronous/collaborative online learning environment can enhance the out-ofclass component of a FCA, and therefore help improve student’s overall oral/aural EFL learning.
