Utilization of Flipped Classrooms for English Instruction during the COVID-19 Pandemic

Autor/inn/en	Anggoro, Kiki Juli; Kongmanus, Kobsook; Sengsri, Supanee
Titel	Utilization of Flipped Classrooms for English Instruction during the COVID-19 Pandemic
Quelle	In: MEXTESOL Journal, 47 (2023) 2, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Anggoro, Kiki Juli) ORCID (Sengsri, Supanee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Blended Learning; English (Second Language); Second Language Learning; Second Language Instruction; Pandemics; COVID-19; Models; Active Learning; Teaching Methods; Instructional Materials; Educational Change; Computer Mediated Communication; Educational Benefits; Barriers; Learning Processes; Academic Achievement; Video Technology; Educational Quality; Faculty Workload; Language Proficiency; Learning Management Systems; Language Teachers + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Analogiemodell; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsreform; Computerkonferenz; Bildungsertrag; Learning process; Lernprozess; Schulleistung; Quality of education; Bildungsqualität; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht
Abstract	With the outbreak of the COVID-19 pandemic, educational institutions worldwide adapted their teaching and learning techniques for various courses, including English. One of the adaptations includes a well-known model called Flipped Classroom (FC). FC often mixes two stages: pre-class that is online, and in-class that is face-to-face. Though the model was adopted during the pandemic, there were several model adaptations that emerged for entirely virtual use due to pandemic in-person instruction restrictions. These new models replaced the face-to-face session with an online synchronous session supported by several platforms. Several benefits and challenges were reported. Among others, the benefits included improving learning experiences and promoting active learning. This model claims to improve students' comprehension that leads to higher achievement and creates an online environment that encourages students to participate and be engaged during online classes actively. Concerning the challenges, poor-quality learning materials including videos could affect its success and the techniques could add to the workload that teachers already have. This paper presents the implications to English teachers with various technical skills and discusses the utilization of FC during the pandemic and it was limited to available and accessible online sources. Hence, it might not include all the studies on FC at the time of the pandemic. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01