Managing cognitive load with a flipped language class
An ethnographic study of the student experience
Bibliographic Data
| ID | 8937187 |
|---|---|
| Authors | Kati Tonkin (0000-0002-9185-0777, School of Humanities The University of Western Australia, corresponding author), Sara Page (0009-0000-1779-3260, School of Social Sciences The University of Western Australia), Martin Forsey (0000-0002-2532-2132, School of Social Sciences The University of Western Australia) |
| Year | 2019 |
| Volume | 52 |
| Issue | 3 |
| Pages | 551-575 |
| Publication date | 2019-08-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12412 |
| OpenAlex | W2969720600 |
| Language | EN |
| Citations received | 7 |
| References cited | 34 |
This ethnographic study of a beginning‐level German course at an Australian university examined the student experience of learning second language (L2) grammar in a flipped classroom. Students accessed explicit grammar instruction and completed grammar exercises prior to attending face‐to‐face classes; during class, the structures were briefly reviewed by the students and then applied in interactive task‐based activities focused on meaningful use of the L2. In surveys and interviews, learners reported that the opportunity to manage the pace and depth of their interaction with online grammar modules facilitated their learning and increased their confidence. Linking these outcomes to research that has shown that flipped teaching models reduce or assist in the management of cognitive load, the study presents a compelling case for flipping the L2 classroom
Class (philosophy · Cognition · German · Grammar · Linguistics · Mathematics education · Pace · Pedagogy · Task (project management · Artificial Intelligence · Computer Science · Engineering · Innovative Teaching Methods · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
The impact of AI-mediated gamified flipped learning on adult English language learners’ vocabulary learning and motivation in mobile-assisted language learning contexts
A Comparative Study on Task Features in Learning Management System (Lms)
The link between flipped and active learning
Effects of flipped English learning designs on learning outcomes and cognitive load
The incorporation of peer learning into MosoTeach ‐supported flipped language class
Questions of Imagination
Student perceptions of asynchronous learning in college language classes
Maximum Security
Explicit Learning in the L2 Classroom
Cognitive Architecture and Instructional Design
Measurement of Cognitive Load in Instructional Research
Instructional control of cognitive load in the training of complex cognitive tasks
Cognitive Load Theory and Complex Learning
Cognitive Load Theory and Instructional Design
The use of flipped classrooms in higher education
Motivation and cognitive load in the flipped classroom
Cognitive load theory, educational research, and instructional design
Levels of processing
Cognitive Load During Problem Solving
Cognitive Architecture and Instructional Design
Doing Ethnographies
The adequacy of response rates to online and paper surveys
Inverting the Classroom
Helping Learners to Orient to the Inverted or Flipped Language Classroom
The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students
Exploring Flipped Classroom Effects on Second Language Learners’ Cognitive Processing
Effectiveness of L2 Instruction
Ethnography as participant listening
Flipping the sociology classroom
| Citations per year | 1.17 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |