The Effectiveness of the Student Response System (SRS) in English Grammar Learning in a Flipped English as a Foreign Language (EFL) Class

Autor/inn/en	Liu, Chenchen; Sands-Meyer, Sarah; Audran, Jacques
Titel	The Effectiveness of the Student Response System (SRS) in English Grammar Learning in a Flipped English as a Foreign Language (EFL) Class
Quelle	In: Interactive Learning Environments, 27 (2019) 8, S.1178-1191 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Chenchen) ORCID (Sands-Meyer, Sarah) ORCID (Audran, Jacques)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1528283
Schlagwörter	Instructional Effectiveness; English (Second Language); Second Language Learning; Second Language Instruction; Grammar; Teaching Methods; Blended Learning; Learning Activities; Language Teachers; Engineering Education; Self Efficacy; Comparative Analysis; Learning Motivation; Learning Processes; Student Participation; Audience Response Systems; Video Technology; Active Learning; Metacognition; Foreign Countries; College Students; Student Attitudes; Management Systems; Achievement Gains; France + Suchen Sie Ihr Suchwort? Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Language teacher; Sprachunterricht; Ingenieurausbildung; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Aktives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Collegestudent; Schülerverhalten; Achievement gain; Leistungssteigerung; Frankreich
Abstract	Flipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students' learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students' learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students' grammar learning achievement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01