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Extensive research on the in-class synchronous learning aspect of the flipped 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, specifically 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 flipped-class component. Using the latest online technology, a newly proposed flipped group (PFG) was created and then compared to a regular flipped 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 effective. The results showed the PFG significantly improved overall on average, out-preforming the RFG. Surprisingly, the TC significantly performed better than the RFG. In addition, significant differences 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 effects on their quiz and final grade scores. This study’s findings support creating a more synchronous/collaborative online learning environment can enhance the out-of-class component of a FCA, and therefore help improve student’s overall oral/aural EFL learning.
|International Journal of Educational Technology in Higher Education
|Published - Dec 2022
- EFL learning
- Flipped classroom approach
- Online technology
- Oral skills
- Synchronous/collaborative learning
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