Flipping The English Language Classroom
Authors:
Gabrijela Čorković, Trgovačka škola, Zagreb, Croatia
Lejla Skalnik, Osnovna škola braće Radića Pakrac, Croatia
Lidija Škrlec, Osnovna škola Vladimira Nazora, Vinkovci, Croatia
The innovative pedagogical model of the flipped classroom has become an important paradigm in education during the past decade. This approach has changed the traditional way of teaching, encouraging students to have their first contact with new material outside the classroom through reading or watching video material, and allowing them to use the time in the classroom for deeper understanding of the material, application, analysis, synthesis and evaluation. The basic idea of the flipped classroom is: what is traditionally done in the classroom is now done at home, and what is traditionally done as homework is now done in the classroom.
The theory of the flipped classroom is in accordance with the revised Bloom’s taxonomy, which is manifested in enabling students to achieve the first levels of cognitive work (acquiring knowledge and understanding) outside the classroom, while in the classroom they focus on higher levels of cognitive work (application, analysis, synthesis and/or evaluation). Integrating Bloom’s taxonomy with the flipped classroom emphasizes the connection between the acquisition of foundational knowledge outside the classroom and focusing on higher-level cognitive skills inside the classroom. Additionally, research indicates the positive impact of the flipped classroom on various language aspects, including grammatical structures, reading skills, and vocabulary use in the development of communication skills, storytelling, and dialogue. Increased motivation, active student participation, and improved preparation for classes highlight the potential of this innovative approach in shaping a deeper understanding and application of language content.
Advantages of the flipped classroom
The advantages of this method are numerous and varied, while the most noticeable one is the personalization of learning. As students can and should look at or read the material prepared by the teacher before class, they can do it at their own pace and when it suits them, which is especially beneficial for students with learning difficulties since they can repeat the content as many times as they want, and in their own context. Equally, more advanced students can process the prepared content at their own pace and possibly do additional research according to the teacher’s instructions. If the group is heterogeneous, this model will allow the students to prepare different and diverse questions for the lesson, which contributes to better content processing and more active discussion.
Furthermore, in addition to the fact that students actively learn about the content using this method, they also learn to actively research independently, and develop a critical way of thinking and a deeper understanding of the content. An increase in student creativity and student motivation for learning, research, and collaboration with other students and the teacher is expected, both in the classroom during the lesson and outside the classroom.
One of the important advantages of the flipped classroom method is its easy application with various modern teaching strategies, such as collaborative learning, and it can be combined with other teaching systems, such as project and problem-based teaching. Collaborative learning can be achieved when students first study the material independently and individually before the lesson, while during the lesson they work together in pairs or groups on a task whose purpose is to deepen what they have learned: joint work on a presentation, project assignment, demonstration, discussion, additional work on the text and textbook, content creation (podcast, video materials, digital content, etc.), additional research on the Internet or in the school library, etc.
The interaction between the teacher and the student changes and improves: as the student has already processed part of the content at home, the student’s engagement is improved, i.e. the student is ready to work in class and is familiar with the material. By leveraging student preparation, teachers can devote more time to opportunities to integrate and apply their knowledge through various student-centered learning strategies, such as conducting research or working on projects with colleagues. Teachers can also use class time to check each student’s understanding and, if necessary, help them develop procedural dexterity.
It is also necessary to emphasize the advantage of using various digital materials as a supplement to the textbook, which can lead teachers to create their own curriculum and materials, and even to the creation of entire digital systems for e-learning. Hence, the model is easily applicable as part of hybrid classes and online classes and fits perfectly into teaching for the 21st century.
Disadvantages of the flipped classroom
The flipped classroom assumes that students will independently review materials and prepare before coming to class, but we know that independent learning largely depends on how motivated the student is. Some students, especially those with lower motivation or less developed organizational skills, may face difficulties in meeting these expectations and this may lead to them doing less and putting in less effort. To ensure that students have the preparation necessary for productive time spent in class, a task-based system in which students produce work (writing, assignments, etc.) before class is preferred. This way students receive feedback through processing activities that take place during class, reducing the need for teachers to provide extensive written feedback on student work.
In a flipped teaching system, teachers are more important than ever and are often required to be more involved than in a traditional system. They must determine when and how to transfer direct instruction from the group to the individual learning space, and how to maximize face-to-face time between teacher and student. The real question teachers should ask themselves is not whether they should adopt a flipped classroom didactic system, but how they can take advantage of the system to help students gain conceptual understanding as well as procedural skills when required. During their time in the classroom, teachers are constantly observing their students, providing them with immediate feedback, and constantly assessing their work. Teachers are reflective in their practice, network with each other to improve their craft, accept constructive criticism, and tolerate controlled disorder in the classroom. Although teachers remain very important, they take on less visible roles in the flipped classroom.
A major challenge in applying the flipped classroom method lies in finding high-quality video materials, which often requires considerable effort and time on the part of the teacher. It is extremely important to develop customized resources that will carefully support students’ preparation for classes, offering them quality information outside the classroom. However, the possible lack of interest, desire, and motivation of teachers to use the technology is likely to be one of the problems that will be experienced in connection with the spread of the flipped classroom system.
Lack of access to resources and insufficiently developed digital skills of students can represent serious obstacles to its successful application in teaching. At a time when most students own computers, smartphones, tablets, or some other device, there are students who do not have these devices. If all students have devices that they would use for education, in rural parts of the country the problem may be the lack of Internet or low Internet speed. Hence, an increasingly common concern with the flipped classroom system is the potential widening of the “digital divide” between those with access to technology and those without, although this is not an insurmountable obstacle and it can be overcome with a little creativity and resourcefulness.
All of these shortcomings point to the need for adequate planning, resources, and support to maximize the benefits of this approach. The flipped classroom has the potential to be an extremely effective method when used with an understanding of its strengths and limitations. For successful implementation, teachers should put effort into creating high-quality materials for out-of-class learning, and also consider how to actively communicate with students to support them and keep them motivated. In addition, it is necessary to ensure access to technology and resources for all students to avoid inequalities in access to education.
Examples of possible activities
1) video material for grammar instruction: before the class, students watch video lectures on grammatical rules, and in the classroom, they work on exercises and engage in activities that reinforce their understanding
2) reading assignments: before the class, students read literature passages, and in the classroom, they engage in discussion, analysis, and critical thinking related to the readings
3) listening comprehension: before the class, students listen to podcasts, interviews, or short audio clips, and in the classroom, they engage in discussions, vocabulary development, and activities based on the listening material
4) student-created content: before the class, students create multimedia presentations, blogs, or videos on a particular topic or literary work, and in the classroom, they present and discuss their creations
5) creative writing: before the class, students write prompts or essay topics, and in the classroom, they provide feedback, conduct peer reviews, and engage in writing where they can collaborate and improve their writing skills
References
Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington, DC: ISTE
Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching.
Cevikbas, Mustafa & Kaiser, Gabriele. (2022). Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study. Sustainability. 14. 11393. 10.3390/su141811393.
Fulton, K. (2012) Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning. Learning & Leading with Technology, 39, 12–17.
Hamdan, Noora & McKnight, Patrick. (2013). Review of Flipped Learning. 10.4236/ce.
Herreid, Clyde & Schiller, Nancy. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching. 42. 62–66.
Merrill, M.D. First principles of instruction. ETR&D 50, 43–59 (2002).
Mondal, Shiboprosad & Sarkar, Dr & Mondal, Gourish & Mondal, Prashanta. (2023). Flipped Classroom ModelIn Managing Stress, Motivation, Autonomy, Satisfaction, And Critical Thinking Of EFL Students. 10. 672–687.
Žižak, M. (2022). Zbog čega bi katedre u svom nastavnom radu trebale uvesti metodu „obrnute učionice”?. Mef. hr, 41(2), 83–87.
