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  Past Issues |
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Go List
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| Volume 14 Number 4, Winter 2017, Pages 587-836 |
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Flipping the Classroom and Tertiary Level EFL Students' Academic Performance and Satisfaction
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Mark Feng Teng
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This study attempts to measure the possible impact that flipped teaching has had on the improvement of learners' academic performance, as well as their satisfaction in a cross-cultural communication course. A total of 90 students learning English as a foreign language (EFL) were assigned to three conditions: a structured flipped classroom using a WebQuest active learning strategy, a semi-structured flipped classroom, and a traditional classroom. Results showed that the structured flip lessons were the most effective instructional intervention in improving participants' academic performance, followed by the semi-structured flip lessons and the traditional lessons. Data collected from the questionnaire and interviews indicated that learners were more satisfied with the structured flip lessons than the semi-structured flip lessons. Given the positive results, the present study argues that the flipped classroom model could be a useful and promising pedagogical approach in EFL teaching. However, additional research is needed to contribute to the knowledge base of this approach across disciplines.
Keywords: academic performance, English learning, flipped teaching, WebQuest |
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http://dx.doi.org/10.18823/asiatefl.2017.14.4.2.605
