High and Low Achievers’ Accepted Workload, Preferred Work Form, and Perceived Usefulness in Flipped Classrooms
-
- 발행기관
- 아시아영어교육학회 바로가기
-
- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
-
- 통권
- Vol.16 No.1 (2019.03)바로가기
-
- 페이지
- pp.294-306
-
- 저자
-
- 언어
- 영어(ENG)
-
- URL
- https://www.earticle.net/Article/A350102
※ 기관로그인 시 무료 이용이 가능합니다.
원문정보
초록
- 영어
- Recently, flipped classrooms have received increasing research interest in various disciplines (Gaughan, 2014). Although researchers have identified major psychological factors affecting the quality of the flipped classroom, these factors have not been systematically or simultaneously examined. Drawing on the questionnaire data obtained from 39 university second-language learners of different achievement profiles, this study explores the relative effects of students’ accepted workload, preferred form of work (group vs. individual) and perceived usefulness of flipped classrooms on these learners’ perceptions and acceptance of a flipped classroom. Additionally, based on these university L2 learners’ questionnaire responses, we examined if achievement levels (high vs. low achievers) would modulate the effects of the aforementioned factors. The results showed that high achievers could accept 2 hours of preparatory work prior to class, but that low achievers could only accept 1 hour of work. Additionally, while high achievers prefer individual work, low achievers like to work in groups. Based on the findings of the study, pedagogical implications for the implementation of the flipped classroom for mixed-level students are discussed.
목차
Abstract
Introduction
Theoretical Backgrounds and Literature Review
Effects of Perceived Workload Prior to Class
Effects of Students’ Attainment Profiles
Effects of the Nature of the Preparatory Tasks: Individual vs. Group Work
Method
Participants
Design
Instruments
Data Analysis
Results and Discussion
RQ 1: Is Students’ Perceived Acceptable Workload before Class Affected by Their Achievement Profile (High vs. Low)?
RQ 2: Students’ Preference for the Type of Preparatory Learning Tasks(Individual vs. Group work) in Flipped Classrooms Affected by Their Achievement Profile (High vs. Low)?
RQ 3: Do students have higher perceived usefulness of flipped classrooms after having experiences with both a flipped classroom and a traditional classroom?
Conclusions
Declaration of Conflicting Interest
The Authors
References
키워드
Flipped learning Translation instruction L2 learner attitude L2 learner perception저자
간행물 정보
발행기관
-
- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
-
- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.16 No.1
피인용수 : 0건 (자료제공 : 네이버학술정보)
함께 이용한 논문 이 논문을 다운로드한 분들이 이용한 다른 논문입니다.
0개의 논문이 장바구니에 담겼습니다.