Жамият ва инновациялар –
Общество и инновации –
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
Differentiating instructions by utilizing “Flipped classroom”
model in ESP teaching
Shahnoza BERDIYOROVA
1
Tashkent State of Economics University
ARTICLE INFO
ABSTRACT
Article history:
Received March 2021
Received in revised form
20 March 2021
Accepted 15 April 2021
Available online
20 May 2021
It is crucial for teachers to be aware of newly developed
technologies and enhance their digital literacy to meet students’
expectations and increase effectiveness of learners’ outcomes
both in and out of the classroom. The main features of human
beings, such as, invention, creation, and implementation of the
flipped classroom has become a significant expansion in recent
pedagogy. Due to the new methods of the target model students
can benefit in terms of flexibility as they are able todo research
and obtain new knowledge whenever they want. Furthermore,
after basic concepts have been practiced in a flipped class model,
teachers coordinate seminars making them more interactive and
focused on discussions and analyzing given topics in more
details. However, some of the drawbacks also can occur in the
process of implementation of the “Flipped Classroom” model.
One of the most essential issue which should be considered is
challenges of learning provided materials due to the inexistence
of either device or net connection. The current article describes
both advantages and disadvantages of the model effectiveness,
and provides evidence of reliability of model implementation
among the students of various majors.
2181-1415/© 2021 in Science LLC.
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:
“Flipped classroom”,
pedagogy,
engagement,
motivation,
technology,
performance.
1
lecturer, Tashkent State of Economics University. Tashkent, Uzbekistan
E-mail: sh.berdiyorova@tsue.uz.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 4 (2021) / ISSN 2181-1415
546
Nofilologik talabalar uchun ingliz tilini o’qitishda “Flipped
classroom” modulini qo’llash orqali samaradorligini oshirish
ANNOTATSIYA
Kalit so‘zlar:
“Flipped classroom” moduli,
pedagogika,
mashg’ulot,
motivatsiya,
texnologiya.
O‘qituvchilar uchun talabalarning talablarini qondirish va
mashg‘ulotlarning samaradorligini oshirish uchun yangi
texnologiyalardan xabardor bo‘lish juda muhimdir. “Flipped”
modulini ixtiro qilish, yaratish va amalga oshirish so‘nggi
pedagogik amaliyotda muhim voqea bo‘ldi. Talabalar ko‘proq
moslashuvchanlikdan foydalanadilar, chunki ular xohlagan
vaqtda izlashlari mumkin. Bundan tashqari, asosiy tushunchalar
“O‘girilgan” sinfda qo‘llanilgandan so‘ng, o‘qituvchilar seminar-
larni yanada jozibali qiladi va mavzularni batafsilroq muhokama
qilishga e’tibor beradi. Biroq, uning kamchiliklari ham muqarrar.
Internetga yoki uydagi kompyuterga kirishning yetishmasligi,
taqdim etilgan o‘quv materiallaridan foydalanishning yetishmas-
ligiga olib kelishi mumkin. Ushbu tadqiqot samaradorligini ijobiy
va salbiy tomonlarini ochib berdi, ba’zi talabalar akademik
standartlarni oshirishda uning ahamiyatiga shubha bilan
qarashdi.
Дифференциация инструкций за счет использования
модели «flipped classroom» в обучении ESP
АННОТАЦИЯ
Ключевые слова:
“Перевернутый класс”,
педагогика,
вовлеченность,
мотивация,
технология.
Учителям крайне важно оставаться в курсе новых
технологий, чтобы соответствовать ожиданиям учащихся и
повышать успеваемость в классе. Создание и внедрение
изобретения «Flipped classroom» явилось значительным шагом
вперед в педагогической практике последнего времени.
Студенты извлекают выгоду из большей гибкости, поскольку
они могут исследовать, когда захотят. Кроме того, после
отработки основных понятий в «Перевернутом» классе,
учителя сделают семинары более увлекательными и
сосредоточатся на более подробном обсуждении тем. Однако
неизбежны и его недостатки. Отсутствие доступа к Интернету
или домашнему компьютеру может привести к отсутствию
доступа к представленным учебным материалам. Это
исследование
выявило
как
положительные,
так
и
отрицательные аспекты его эффективности, при этом
некоторые студенты сомневаются в его ценности для
повышения академических стандартов.
INTRODUCTION
Increasing students’ desire to learn a foreign language, using authentic specialized
texts, enhancing all forms of students’ communicative practices, and implementing
individual approach to teaching are among the most important problems that the English
for specific purposes (ESP) instructor solves. On the other hand, students tend to expect
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Special Issue – 4 (2021) / ISSN 2181-1415
547
to improve their practical language skills in order to be more successful in their future
profession. The implementation of a Flipped classroom model can bridge the gap between
students’ and teachers’ expectations of learning and its outcomes. This model leads to
differentiate the style of teaching by requiring active involvement of students in
information collection and application of newly acquired knowledge. This paper presents
the effectiveness of the flipped classroom in a Higher Education (HE) context using
Tashkent State of Economics as a case study. The aim of this article is to examine the
strengths and shortcomings of perhaps one of the most fascinating developments in recent
pedagogical practice. This paper falls into four sections. First, it provides relevant
literature review, following this, it describes teaching and learning context. Next, it devotes
to data analysis. Final section focuses on the overall process.
LITERATURE REVIEW
The flipped classroom has a variety of meanings, but most agree that it gives
students more flexibility in their learning by allowing them to complete their studies on
their own time and in their chosen locations.
According to Hamdan et al. (2013, p.4) defined ‘in the Flipped Learning model,
teachers transfer direct learning out of the broad community learning space and into the
individual learning space, using one of many technologies’. Moreover, Herreid (2013)
supported this idea ‘The flipped classroom inverts conventional teaching approaches,
providing instruction digitally outside of class and moving ‘homework’ into the classroom,’
Stumpenhorst (2012), on the other hand, claims that the flipped classroom has no general
meaning because educators choose to use their own special technics when engaging
students.Flipped learning, according to Mangan (2013) stated, permits students to study
at home on a tablet, laptop, or desktop computer, with videos being the most common and
successful method of maintaining focus. Another scholar Dyck (2013) mentioned the
flipped classroom let students revisit a subject on their own time by rewinding a video or
reviewing slides. The flipped classroom, as explained by Acedo (2013), allows students to
learn on their own time through activity-based learning strategies. Any flipped project’s
progress reflects on the use of technology, which has a significant impact on how lessons
are delivered. In addition, Crouch (2014) stated student performance is improved better
via flipped classroom as compared to the outcomes from conventional face-to-face
instruction. The flipped classroom has also altered the allocation of teaching time, allowing
teachers to devote more time to engaging activities that promote deeper learning in the
classroom.
BENEFITS AND DRAWBACKS OF FLIPPED CLASSROOM
When using the flipped classroom, both students and teachers benefit from a variety
of benefits. These benefits include increased student participation and learning flexibility.
Hamdan et al. (2013) stated students have improved their critical thinking skills and
engagement in classes. According to Talley and Scherer (2013) and Wallace (2014) also
argue that it has revolutionized lesson quality due to increase student’s capacity of focus.
To be more specific, this provides teachers the opportunity to interact one-on-one with
students who are struggling. The application of a flipped model aids students to
concentrate on the higher, more complex stages of Bloom’s taxonomy (Marshall and
DeCapua 2013). See Figure 1
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 4 (2021) / ISSN 2181-1415
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Figure 1: Bloom’s taxonomy
It is obvious that flipped model appears more effective than traditional lessons
where students only focus on retention and comprehension skills, while flipped model
allows them to improve their evaluation as well as creative skills.
Furthermore, its drawbacks are unavoidable. Student inspiration to participate,
technical challenges, time to develop content, and lack of teacher interaction are just a few
of them. Johnson (2013) stated the effectiveness of the flipped classroom is entirely
dependent on students’ willingness to complete assignments on their own time. However,
students would be unable to investigate the topic in greater detail in the following seminar
if they do not watch videos or complete quizzes as directed. Furthermore, the success of
the flipped classroom is entirely reliant on electronic devices like laptop, tablet or
computer if a student does not possess or work properly, they will not be able to learn.
According to Burton (2013), the time required to produce the material (such as
PowerPoint slides and videos) is often labor intensive and onerous for many teachers,
especially if they are not comfortable with the use of educational technology.
METHODS
The study is carried out at Tashkent State University of Economics as part of my PHD
(Postgraduate in Higher Education) research. The research was done with undergraduate
students as they were viewed to be more applicable than postgraduates were. Twenty
students who study BA in Corporate Governance Faculty and Global Economy were
selected to obtain relevant data. 16 of these students are Uzbek, 2 are Russian, 2 are
Karakalpak students coming from different parts of Uzbekistan. Students were provided
with self-study resources such as a portion of the textbook, a list of active vocabulary, an
authentic scientific article related to their field, and test questions on reading
Жамият ва инновациялар – Общество и инновации – Society and innovations
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comprehension of the article in electronic form via website or online teaching platform
prior to classes. The discussion regarding the article was applied in order to activate new
vocabulary, identify challenging topics, and correct any misconceptions in class. The
majority of the lesson was dedicated to practical student work in pairs on writing article
annotations, peer review and discussion. Furthermore, videos, quizzes and games were
included to keep the students involved in this flipped classroom. The rationale behind this
project was to increase student’s active participation, attendance as well as their
engagement.
RESULTS AND DISCUSSION
A focus group approach was used to gather relevant data directly from the students
who participated in the flipped experiment.15 out of 20 students in the target group stated
the flipped classroom was more convenient and enjoyed flexibility at the same time could
study at their own pace.
One student, for example, stated, “I dislike morning class and favour the flipped
classroom because I can study more when I am not tired”. Another student made a similar
point, stating that he liked being able to revisit content several times, which is not possible
in a typical lecture. Several respondents also valued the interactive nature of the flipped
classroom.
While there were some negative responses, where a few students who did not find
the flipped classroom beneficial. Furthermore, four participants reported that they were
not motivated to research alone at home because they were easily distracted by the
Internet.
CONCLUSION
It is true that most foreign language instructors (EFL) are always seeking innovative
methods to improve the way of teaching. In most EFL classrooms in Uzbekistan, students
lack the ability of taking the responsibility for their own learning they only rely on in-
classroom activities. However, this flipped model provides a great an opportunity to
enhance student’s participation as well as self-study. Moreover, this approach can increase
student’s autonomous learning without depending on teachers. Since this model differs
from traditional methods in terms of classroom activities. In terms of benefits, the flipped
classroom provides teachers with more versatility in how they teach their lessons,
allowing seminars to become more engaging and aimed at solving particular student
weaknesses. One of the most significant advantages is the opportunity for increased
interaction. Students, by far, stand to gain the most from the flipped classroom. This is
because they can now study at their own pace, and review material, as needed – something
that is not possible in a traditional classroom setting. Student success rates and attendance
levels may also be affected.
REFERENCE:
1.
Acedo M. (2013) 10 Pros and Cons of A Flipped Classroom. Link:
http://www.teachthought.com/trends/10‐pros‐cons‐flippedclassroom, Accessed [25th
March 2015].
2.
Burton A.L. (2013) My Mistaken Thinking in a Flipped Classroom. School
Administrator, 70(3), and 29.
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Special Issue – 4 (2021) / ISSN 2181-1415
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3.
Crouch M. (2014) the Flipped Classroom. Scholastic Parent and Child, Feb / Mar
2014, 21 (5), – P. 59.
4.
Dyck B.A. (2013) Click Here: Exploring the Flipped Classroom: It’s a Balancing
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5.
Hamdan N., McKnight P., McKnight
K. and Arfstrom K.M. (2013) A review of
flipped learning. Pearson Education Limited.
6.
Herreid C.F. and Schiller N.A. (2013) Case Studies and the Flipped Classroom.
Journal of College Science Teaching, 42 (5), – PP. 62–65.
7.
Johnson G. (2013) Flipped classrooms not beneficial to all. University Wire, Nov
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8.
Mangan, K. (2013) Inside the Flipped Classroom. The Chronicle of Higher
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Steed A. (2012) The Flipped Classroom. Teaching Business and Economic,
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10.
Talley, C.P. and Scherer, S. (2013) The Enhanced Flipped Classroom: Increasing
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Wallace A. (2014) Social Learning Platforms and the Flipped Classroom.
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