Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Flipped classroom model for implementing in reading
classes
Mokhichekhra КULMAMATOVA
Uzbekistan World State Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2024
Received in revised form
10 May 2024
Accepted 25 May 2024
Available online
25 June 2024
This article examines the impact of using the flipped
classroom model in teaching English for Specific Purposes (ESP),
with a focus on developing reading skills in university students.
The need to adapt educational methods to modern requirements
of higher education, which require intensive interaction of
students with a large amount of information, is highlighted. The
potential of the "flipped classroom" to increase student activity
and engagement, as well as improve their academic results, is
analyzed. The article highlights the problems and challenges
teachers face when implementing this model for developing
reading skills, including technical limitations and the need for
advanced training in the use of innovative educational
technologies.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
ESP,
reading,
flipped class,
technical solution,
algorithm,
stages,
Wizer.me.
O’qish darslari uchun teskari sinf modelini qo’llash
ANNOTATSIYA
Kalit so‘zlar
:
ESP,
o'qish,
teskari sinf,
texnik yechim,
algoritm,
bosqichlar,
Wizer.me..
O'qish
ko'nikmalarini
rivojlantirish
universitet
ESP
darslarining asosiy maqsadi hisoblanadi, chunki talabalar bugungi
kunda ham o'qishlarida, ham kelajakdagi martabalarida katta
hajmdagi ma'lumotlarni qayta ishlashlari kerak. Oliy taʼlimdagi
hozirgi paradigma oʻzgarishi pedagoglarni oʻqitish strategiyasini
qayta koʻrib chiqishga va oʻqitish sifatini oshirishning yangi
usullarini qoʻllashga majbur qilmoqda. Qaytarilgan sinf
yondashuvi ESP o'qitishni jonlantirish va ta'lim samaradorligini
oshirish uchun muhim salohiyatga ega deb hisoblanadi. Oxirgi
tadqiqotlar shuni ko'rsatadiki, bu model an'anaviy modellarga
nisbatan o'quvchilarning muvaffaqiyati, munosabati va
1
Teacher, Uzbekistan World State Languages University. E-mail: mohichehrahmadovna@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
767
qoniqishiga umumiy ijobiy ta'sir ko'rsatadi. Biroq, o'qish
ko'nikmalari va matnga asoslangan faoliyatni teskari sinfga
integratsiya qilish keng tarqalgan emas, chunki bu yondashuv
ko'pincha video kontentni o'z ichiga oladi. O'qituvchilar o'qish
ko'nikmalarini rivojlantirish uchun teskari sinf modelidan
foydalanishga ikkilanishadi, chunki uning amalga oshirilishi
mumkinligi va texnik bilimlarning etishmasligi.
Модель перевернутого класса для внедрения на классах
чтения
АННОТАЦИЯ
Ключевые слова:
ESP,
чтение,
перевернутый класс,
техническое решение,
алгоритм,
этапы,
Wizer.me.
В
данной
статье
рассматривается
влияние
использования
модели
"перевернутого
класса"
в
преподавании английского языка для специальных целей
(ESP), с акцентом на развитие навыков чтения у студентов
университетов. Освещается необходимость адаптации
образовательных методик к современным требованиям
высшего образования, которые предполагают интенсивное
взаимодействие
студентов
с
большим
объемом
информации. Анализируется потенциал "перевернутого
класса"
для
повышения
уровня
активности
и
вовлеченности студентов, а также улучшения их
академических результатов. Статья освещает проблемы и
вызовы, с которыми сталкиваются преподаватели при
внедрении этой модели для развития навыков чтения,
включая технические ограничения и необходимость
повышения квалификации в области использования
инновационных образовательных технологий.
INTRODUCTION
The ability to read is a fundamental skill for university students, as they are required
to assimilate a substantial volume of information within the context of academic studies
and throughout their professional careers. As English becomes the dominant language for
communication in both local and global contexts, the ability to read in English is becoming
increasingly essential due to the expansion of international relations. The majority of
pertinent information is presented in English, making it crucial for academic, professional,
and social productivity. Consequently, the cultivation of reading abilities represents a
principal objective within the framework of university ESP courses. [1, 41-63]
In the past, reading skills were typically developed under the guidance of a teacher
in a classroom setting. However, the shift in educational paradigms necessitates that
teachers adopt novel strategies, integrate facilitative technologies, and provide efficacious
practice opportunities. In this context, the flipped classroom approach is attracting the
attention of educators and researchers.
Recent studies have demonstrated that the flipped model has a positive impact on
student learning outcomes, attitudes, and satisfaction compared to traditional models.
Nevertheless, many educators remain reluctant to implement the flipped model, citing
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
768
uncertainty regarding effective methods for facilitating out-of-class performance and
limited technical expertise. [2, 23-34]
This paper investigates a technical solution for the provision of out-of-class content
and the monitoring of student performance that requires minimal technical expertise and
is accessible to teachers with basic computer skills. While video materials are the most
common method for delivering out-of-class content, alternative formats such as
presentations, graphics, text, and audio can also be employed. It is of the utmost
importance not only to deliver the material but also to engage students with interactive
activities that connect the content to the instructional goals, thus avoiding passive
acceptance.
In our experience, the Wizer.me platform has proven effective in implementing
flipped reading activities in the ESP course at the National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute.” The study involved 42 students in their s
eventh
term during the 2020/2021 academic year. The students selected for this study were
chosen because they had sufficient learning experience and were mature enough in age.
RESULTS AND DISCUSSION
The implementation period spanned 16 weeks, with students and teachers
convening for 90-minute sessions once a week. After the study period, we conducted
qualitative and quantitative analyses based on survey data regarding student experiences
and attitudes toward the flipped model, as well as a comparative analysis of pre-and post-
test results from experimental and control groups. [3, 17] The results demonstrated that
the experimental group exhibited more favorable student attitudes and enhanced
academic performance compared to the control group. These findings corroborate those
of recent studies on the beneficial effects of the flipped model across a range of disciplines,
thereby indicating that our algorithm and selected tool were effective.
The concept of reading is defined in various ways in the literature. Nunan (1999)
posits that reading is an interactive process whereby readers interpret the writer's
meaning through texts. Similarly, Nuttall (2005) describes reading as the process of
extracting the message that the writer has embedded in the text. In addition, Grabe (2009)
posits that reading comprehension entails the reader's capacity to process texts, grasp
their meaning, and integrate this understanding with existing knowledge. From these
perspectives, it can be concluded that reading is the process of deriving meaning from
written texts, which involves the recognition of words, the comprehension of sentence
structures, the integration of information, and the motivation to read. [4, 52-72]
Reading can be particularly challenging for L2 readers, especially when the text is
unfamiliar or complex (Aidinlou, Sharefii, & Kordabadi, 2017; Castillo & Bonilla, 2014;
Grabe, 2009). Second-language readers may experience difficulty in deriving meaning
from texts due to their tendency to treat these as mere samples of language, rather than as
sources of information (Stanley, 1984, cited in Aidinlou et al., 2017). Hedin and Conderman
(2010) place significant emphasis on the necessity of comprehending the meaning of texts
as the primary objective of the reader, rather than merely decoding them. This discrepancy
can result in students demonstrating accurate and fluent reading abilities but lacking true
comprehension, as evidenced by their inability to retell stories, answer questions about
the text, or recall key information (Aidinlou et al., 2017). It can be reasonably deduced,
therefore, that students may require more efficacious reading strategies in order to gain a
general understanding of texts.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
769
The concept of flipped classrooms is understood in various ways (Tobin &
Honeycutt, 2019, cited in Yang & Chen, 2019). One common interpretation is that the
learning processes inside and outside the classroom are reversed through the use of
information technology. In a flipped classroom, traditional lectures or direct instructions
are relocated from the classroom to individual activities conducted at home. Consequently,
the traditional concept of homework is being replaced by in-class activities (Bergmann &
Sams, 2012; Fulton, 2012; Jensen, Kummer, & Godoy, 2015). Additionally, Touchton
(2015) posits that the flipped classroom entails the assignment of materials for learners to
prepare in advance, to reserve in-class time for higher-order thinking activities, even in
the absence of online materials. [5, 71-96] Strayer (2012) posits that the integration of
technology in this pedagogical model can facilitate a more profound understanding of the
subject matter by providing learners with the opportunity to engage with the course
content outside the classroom setting before its in-class discussion.
Despite the introduction of innovative teaching techniques in EFL courses,
traditional methods continue to prevail (Chen Hsieh, Wu, & Marek, 2017). For example, the
grammar-translation method requires students to examine grammatical structures, study
sentence construction, and review vocabulary lists. Traditional techniques, including
audio-lingual, direct, and communicative methods, frequently fail to provide opportunities
for collaborative and interactive activities (Egbert, Herman, & Lee, 2015). In these
methods, the instructor primarily presents content, while the students passively take
notes, which can result in low motivation (Huang & Hong, 2016).
One potential alternative is to teach EFL through communication. The flipped
classroom model (FCM) has the potential to enhance intercommunication in EFL courses
by allowing instructors to provide immediate corrective feedback as students assimilate
new information and develop their insights (Hosseini et al., 2020). Egbert et al. (2015)
posit that FCM can address the dearth of communication in language teaching. In the
flipped classroom model (FCM), students have the opportunity to engage with online
videos outside of class, which can facilitate the study of grammar principles and speaking
techniques. Furthermore, students can engage in listening activities with audio files,
participate in writing activities through discussion forums, or collaborate on projects (Wu,
Hsieh, & Yang, 2017). In the context of in-class activities, instructors can provide guidance,
offer feedback, facilitate knowledge exchange, and offer remedial support (Liu et al., 2019).
This model permits students to engage in writing activities, enhance their speaking
abilities through forums and chat rooms, and have access to a plethora of learning
resources to learn grammar rules and structures (Evseeva & Solozhenko, 2015). [6, 84]
Lin and Hwang (2018) conducted a study to enhance English oral presentation skills
among EFL students in a flipped classroom setting at a Taiwanese university. The study
highlighted the advantages of FCM for EFL teaching. FCM shifts the responsibility for
learning from instructors to students, encouraging them to be active in their learning
activities. This shift is closely related to self-regulated learning (SRL), which entails
students assuming responsibility for planning, monitoring, and evaluating their learning
processes (Lai & Hwang, 2016). However, a dearth of self-regulated learning (SRL) abilities
may impede students' capacity to effectively manage instructional materials, time, and
their study efforts (Rasheed et al., 2020). Furthermore, they may be unable to organize
their time effectively to watch videos or to understand basic knowledge for in-class
activities (Zheng, Ward, & Stanulis, 2020). Consequently, out-of-class activities in FCM
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
770
necessitate some degree of guidance in problem-solving (Rahman, Aris, Mohamed, & Zaid,
2014). [7, 184-196]
Innovative EFL teaching methods recommend the use of various formats, including
video, audio, pictures, presentations, and concept maps, which are integral to FCM, to
encourage students to become more active (Egbert et al., 2015). The incorporation of
collaborative group work, discussions, feedback, and problem-solving activities in FCM
aligns with the notion of students assuming responsibility for their own learning, which is
consistent with the recommended EFL teaching methods. Turan and Akdag-Cimen (2020)
conducted a review of studies on flipped EFL courses and concluded that FCM generally
contributes positively to the development of EFL skills. It was recommended that future
studies investigate the effect of the flipped EFL class on learners’ grammar kno
wledge,
listening skills, and reading skills. Zou (2020) posited that both FCM and innovative EFL
teaching methods are student-centered. Consequently, innovative approaches should be
employed to facilitate students’ self
-regulated learning in flipped EFL courses.
Figure 1. Self-regulated learning within flipped classroom model
This study examined the impact of the Flipped Classroom Model (FCM) with and
without Self-Regulated Learning (SRL) strategies on the development of English as a
Foreign Language (EFL) skills. The SRL strategies were integrated into the online out-of-
class sessions, with the Forethought phase (goal-setting and planning, self-efficacy, help-
seeking) addressed, and the Performance and Self-reflection phases (rehearsal, organizing,
time management, feedback) addressed during the in-class sessions. The results
demonstrated that students who participated in an FCM integrated with SRL strategies
exhibited superior performance in reading, writing, speaking, and grammar compared to
those in the traditional FCM group. Nevertheless, no significant discrepancy was observed
in the listening skills of the two groups.
The study highlights the potential of the flipped classroom model (FCM) with self-
regulated learning (SRL) strategies to enhance communication and collaboration in
English as a Foreign Language (EFL) learning. When integrated with SRL, FCM provides
flexible access to resources and supports students in managing their learning processes.
[8, 369]
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
771
CONCLUSION
The study's implications indicate potential methods for integrating EFL courses into
the FCM curriculum. For example, grammatical principles can be taught online with the
assistance of an instructor or a peer, while students engage in various activities outside of
the classroom to practice grammar. This approach permits instructors to allocate in-class
time to activities pertaining to listening, reading, writing, and speaking, thereby facilitating
the provision of timely feedback and support. Students may utilize diaries for goal-setting
and assess their competence through test modules for self-efficacy, while also benefiting
from forums for help-seeking. In-class sessions can be structured with the incorporation
of worksheets to foster collaborative learning environments.
Moreover, the study suggests that FCM_SRL (modules integrating SRL strategies)
can be adapted to other educational contexts and disciplines by employing appropriate
learning strategies. Future research could investigate the influence of FCM interaction
levels on EFL skill outcomes. This could be achieved by employing learning analytics to
enhance understanding of SRL in online sessions and optimizing collaborative group
activities with pre-shared worksheets.
Ultimately, this study contributes to the field of education by demonstrating the dual
benefits of implementing FCM in EFL courses. These benefits include enhancing teaching
techniques for EFL skills and evaluating their development. The integration of SRL
strategies with FCM has the potential to effectively support both the instructional design
and teaching practices in EFL education.
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