Helping Learners to Orient to the Inverted or Flipped Language Classroom

Inverted (“flipped”) pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated by learners who expect a more instructor‐ or grammar‐focused approach in class. Such expectancy violations can be detrimental because learner expectations may impact motivation and learning (Chang, Wall, Tare, Golonka, & Vatz, 2014). The current study explored the use of a video to (re)mediate students’ expectations and understanding of the inverted classroom. Research questions explored the extent to which the use of an instructional video that explained this pedagogical model impacted learners’ expectations and affective orientation to the course structure and whether individual differences moderated this impact. Results showed that the video adjusted students’ expectations, particularly in the area of second language prevalence in the classroom. In addition, there was a significant pre‐post increase in students’ comfort with the inverted model. Finally, significant differences among learner subgroups at the beginning of the semester were no longer present at the course's end. These results support the use of an introductory video for mediating learners’ conceptualization of language pedagogy

Agency (philosophy · Conceptualization · Expectancy theory · Grammar · Language acquisition · Linguistics · Mathematics education · Mediation · Pedagogy · Teaching method · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Social Psychology

• Hochschullehre als reflektierte Praxis

  Open Access•Tobias Schmohl, Kieu-Anh To•Hochschullehre als reflektierte…•2019

  Añadir item

• Flourishing in Spanish

  Open Access•Antonella Strambi, Anna Gadd et al.•Australian Review of Applied…•2024

  Añadir item

• Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

  Open Access•Michael Yi-Chao Jiang, Morris Siu‐Yung Jong et al.•Australasian Journal of…•2021

  Añadir item

• A systematic review of flipped classroom empirical evidence from different fields

  Open Access•Zamzami Zainuddin, Hussein Haruna et al.•On the Horizon The International…•2019

  Añadir item

• What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment

  Open Access•Elizabeth Ka Yee Loh•System•2019

  Añadir item

• Why haven't we solved instructed SLA? A sociocognitive account

  Open Access•Paul D Toth, Kara Moranski•Foreign Language Annals•2018

  Añadir item

• Managing cognitive load with a flipped language class

  Open Access•Kati Tonkin, Sara Page et al.•Foreign Language Annals•2019

  Añadir item

• Effects of Video Length on a Flipped English Classroom

  Open Access•Yu Zhonggen, Mingle Gao•SAGE Open•2022

  Añadir item

• Alternative Approaches to Second Language Acquisition

  D Atkinson•Alternative approaches to second…•2011

  Añadir item

• Individual Differences in Second Language Learning

  Zoltán Dörnyei, Peter Skehan•The Handbook of Second Language…•2003

  Añadir item

• On the development of metapragmatic awareness abroad

  Ashlie Henery•Language Awareness•2015

  Añadir item

• The adequacy of response rates to online and paper surveys

  Duncan David Nulty•Assessment & Evaluation in Higher…•2008

  Añadir item

• Learner-learner interaction during pair and small group activities in a Thai EFL context

  Open Access•Kim Mcdonough•System•2004

  Añadir item

• Content‐Based Instruction in the Foreign Language Classroom

  Open Access•Silvia Pessoa, H Duncan Hendry et al.•Foreign Language Annals•2007

  Añadir item