TELL us ESP in a Flipped Classroom
Biwen Lee 1  
More details
Hide details
Shih Chien University
Biwen Lee   

Shih Chien University, No. 200, University Rd, Neimen, Kaohsiung, 84550 Taiwan, R.O.C.
Online publish date: 2017-08-10
Publish date: 2017-08-10
EURASIA J. Math., Sci Tech. Ed 2017;13(8):4995–5007
Technology Enhanced Language Learning (TELL) via e-learning systems and the Internet, encourages language learners to develop language ability in a more effective way. The flipped classroom is one of the contemporary pedagogical methods. This research experimented with an innovative flipped classroom approach in an undergraduate English learning course for specific purposes, along with investigated the value of using flipped classroom strategy. In the new instructional model of flipped classroom, it further provided a more effective connection between traditional flipped in-class and out-of-class activities via other on-line learning activities from school’s eLearning platform. This research aims to identify whether this innovative approach is a positive experience for students. The findings indicate that the impact on the student experience is significantly positive and with a higher level of satisfaction by students especially for those students who have TOEIC test experience before. Moreover, the further on-line tutoring and supporting resource were also addressed in a positive learning experience. This paper offers implementation recommendations for an innovative flipped curriculum and materials design for ESL/EFL teachers in ESP.
Ahmad, S. Z. (2016). The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. English Language Teaching, 9(9), 166-178. doi:10.5539/elt.v9n9p166.
Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60. doi:10.5539/elt.v9n10p60.
AlJaser, A. M. (2017). Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah bint Abdulrahman University. English Language Teaching, 10(4), 67. doi:10.5539/elt.v10n4p67.
Alsowat, H. (2016). An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-Order Thinking Skills, Student Engagement and Satisfaction. Journal of Education and Practice, 7(9), 108-121.
ARNÓ–MACIÀ, E. (2012). The role of technology in teaching languages for specific purposes courses. The Modern Language Journal, 96(s1), 89-104. doi:10.1111/j.1540-4781.2012.01299.x.
Aşıksoy, G., & Özdamlı, F. (2016). Flipped Classroom adapted to the ARCS Model of Motivation and applied to a Physics Course. Eurasia Journal of Mathematics, Science & Technology Education, 12(6). doi:10.12973/eurasia.2016.1251a.
Bauer‐Ramazani, C., Graney, J. M., Marshall, H. W., & Sabieh, C. (2016). Flipped learning in TESOL: Definitions, approaches, and implementation. Tesol Journal, 7(2), 429-437. doi:10.1002/tesj.250.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day: International Society for Technology in Education.
Bhagat, K. K., Chang, C.-N., & Chang, C.-Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology & Society, 19(3), 134-142.
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. doi:10.1080/09588221.2015.1111910.
Choe, E., & Seong, M. H. (2016). A Case Study of the Flipped Classroom in a Korean University General English Course. Journal of Pan-Pacific Association of Applied Linguistics, 20(2), 71-93.
Doman, E., & Webb, M. (2017). The Flipped Experience for Chinese University Students Studying English as a Foreign Language. TESOL Journal, 8(1), 102-141. doi:10.1002/tesj.264.
Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students' information and communication technology and English reading comprehension. Educational Technology, Research and Development, 64(2), 175. doi:10.1007/s11423-015-9412-7.
Karaaslan, H. (2016). Corpus use in enhancing lexico-grammatical awareness through flipped applications. Journal of Language and Linguistic Studies, 12(2), 152-165.
Kostaris, C., Sergis, S., Sampson, D. G., Giannakos, M. Í., & Pelliccione, L. (2017). Investigating the potential of the flipped classroom model in K-12 ICT teaching and learning: An action research study. Journal of Educational Technology & Society, 20(1), 261.
Lee, C., Yeung, A. S., & Ip, T. (2016). Use of computer technology for English language learning: do learning styles, gender, and age matter? Computer Assisted Language Learning, 29(5), 1033-1049. doi:10.1080/09588221.2016.1140655.
Long, T., Logan, J., & Waugh, M. (2016). Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245-252. DOI 10.1007/s11528-016-0045-4.
Mehring, J. (2016). Present research on the flipped classroom and potential tools for the efl classroom. Computers in the Schools, 33(1), 1-10. DOI:10.1080/07380569.2016.1139912.
Muhametjanova, G., & Cagiltay, K. (2016). Integrating Technology into Instruction at a Public University In Kyrgyzstan: Barriers And Enablers. Eurasia Journal of Mathematics, Science & Technology Education, 12(10).
Nederveld, A., & Berge, Z. L. (2015). Flipped learning in the workplace. Journal of Workplace Learning, 27(2), 162-172. doi:10.1108/JWL-06-2014-0044.
Papadima-Sophocleous, S., Bradley, L., & Thouësny, S. (Eds.). (2016). CALL communities and culture–short papers from EUROCALL 2016. Research-publishing. net.
Sam, D. P. (2016). Natural Approach of Teaching English Language on a Flipped Classroom Platform to Tertiary Level Engineering Learners.
Shaffer, S. (2016). One High School English Teacher. Journal of Adolescent & Adult Literacy, 59(5), 563-573. doi:10.1002/jaal.473.
Stickler, U., & Shi, L. (2016). TELL us about CALL: An introduction to the Virtual Special Issue (VSI) on the development of technology enhanced and computer assisted language learning published in the System Journal. System, 56, 119-126. doi:10.1016/j.system.2015.12.004.
Venkatesh, V., & Davis, F. D. (1996). A model of the antecedents of perceived ease of use: Development and test. Decision sciences, 27(3), 451-481. doi:10.1111/j.1540-5915.1996.tb00860.x.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(02), 57-71.
Webb, M., & Doman, E. (2016). Does the Flipped Classroom Lead to Increased Gains on Learning Outcomes in ESL/EFL Contexts? CATESOL Journal, 28(1), 39-67.
Xu, L. (2012). The application of learner autonomy theory and model into ESP technology-assisted curriculum construction. International Journal of English Linguistics, 2(5), 94. doi:10.5539/ijel.v2n5p94.
Yang, C. C. R. (2017). An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms. Journal of Information Technology Education: Innovations in Practice, 16, 1-20.
Zainuddin, Z. (2017). First-Year College Students' Experiences in the EFL Flipped Classroom: A Case Study in Indonesia. International Journal of Instruction, 10(1), 133-150.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning, 17(3). doi:10.19173/irrodl.v17i3.2274.