Student Outcomes, Perspectives, and Experiences in Traditional and Flipped L2 American Sign Language Classrooms
A Partial Replication Study
Bibliographic Data
| ID | 4893334 |
|---|---|
| Authors | Jody H Cripps (0000-0002-4215-2593, Clemson University, corresponding author), Russell S Rosen (0000-0002-9445-6628, CUNY – Staten Island), Aimee M Sever‐hall (Northcentral University), Sheryl B Cooper (Towson University), Ronald Fenicle (Howard County Public Schools) |
| Year | 2023 |
| Volume | 73 |
| Issue | S1 |
| Pages | 164-196 |
| Publication date | 2023-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12615 |
| OpenAlex | W4387670996 |
| Language | EN |
| Citations received | 1 |
| References cited | 33 |
Foreign language classrooms have historically used classroom lecture-based approaches for instruction. However, the flipped pedagogical approach was recently introduced into foreign language and other classrooms. Studies of the flipped classroom approach in spoken L2 classrooms have generally found a positive impact on student learning outcomes, perceptions and satisfaction compared with the traditional classroom approach. Cripps et al. (2021) found no difference in student learning outcomes and satisfaction between L2 American Sign Language traditional and flipped classrooms each taught by two different instructors. This study is a partial replication of Cripps et al. (2021) with both classes taught by the same instructor, using the traditional classroom data from the original study and comparing it to new data from the same instructor teaching in the flipped approach. Results show no major differences, suggesting that the flipped classroom approach is as viable as the traditional classroom approach regardless of the instructor
English as a foreign language · Flipped Classroom · Foreign language · Mathematics education · Pedagogy · Foreign Language Teaching Methods · Innovative Teaching Methods · Psychology · Second Language Learning and Teaching
Approaches and Methods in Language Teaching
Effects of flipping the classroom on learning outcomes and satisfaction
Flipping the classroom for English language learners to foster active learning
How learning in an inverted classroom influences cooperation, innovation and task orientation
Distribution Theory for Glass's Estimator of Effect size and Related Estimators
Motivation and cognitive load in the flipped classroom
To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education
Replication in Second Language Research
Mixed Methods, Triangulation, and Causal Explanation
Flipped Learning in the English as a Foreign Language Classroom
Does Recalling Moral Behavior Change the Perception of Brightness
Development of an instrument for assessing classroom psychosocial environment at universities and colleges
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |