The Flipped Classroom Impact In Grammar Class On EFL Saudi .
English Language Teaching; Vol. 9, No. 10; 2016ISSN 1916-4742E-ISSN 1916-4750Published by Canadian Center of Science and EducationThe Flipped Classroom Impact in Grammar Class on EFL SaudiSecondary School Students’ Performances and AttitudesSarah S. Al-Harbi1 & Yousif A. Alshumaimeri11Curriculum and Instruction Department, King Saud University, Riyadh, Saudi ArabiaCorrespondence: Sarah S. Al-Harbi, Curriculum and Instruction Department, King Saud University, Riyadh,Saudi Arabia. E-mail: saraharbi2014harbi@gmail.comReceived: July 3, 2016doi: 10.5539/elt.v9n10p60Accepted: August 28, 2016Online Published: August 30, 2016URL: http://dx.doi.org/10.5539/elt.v9n10p60AbstractThe aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine itsimpact on secondary school students’ performances, perceptions, and attitudes toward learning Englishindependently. The researcher implemented the flipped classroom strategy by selecting videos based on thestudents’ textbook and uploading those videos on the Edmodo site before each lesson to provide opportunitiesfor active learning interactions. The students of the experimental group (n 20) were required to watch thevideos to learn by themselves and to come to class prepared to ask for clarification, if needed. They alsopracticed what they had learned under the teacher’s supervision by completing collaborative and competitivetasks in groups or pairs. Meanwhile, the control group students (n 23) received in-class only traditionalteaching. They learned the grammatical lessons without the help of any videos. The statistical analysis of thepost-test results showed that adopting the flipped classroom strategy appeared to play a role in enhancing thestudents’ grammar performances, as the mean score of the experimental group was higher than that of the controlgroup, but this difference was not statistically significant. The students’ responses to a questionnaire andsemi-structured interviews indicated that their attitudes’ towards using the flipped classroom strategy in the EFLclass were positive.Keywords: English as a foreign language, flipped classroom, Saudi secondary schools, students’ performancesand attitudes1. Introduction1.1 BackgroundIn Saudi Arabia, English as a Foreign Language (EFL) is a compulsory subject in schools, universities, industrial,and governmental institutions (Al-Seghayer, 2015). Several studies indicate that Saudi high school studentsdemonstrate low level abilities in all of the four language skill areas: reading, writing, speaking, listening(Al-Hamlan & Baniabdelrahman, 2015; Fareh, 2010). Researchers have shown that Saudi students are verylimited in their ability to communicate in English and are exposed to little English language use (Al-Hamlan,2013; Rahman & Alhaisoni, 2013). In addition, Alresheed, Leask, and Raiker (2015) stated that the most urgentissue in Saudi EFL education is to improve students’ communication skills. Therefore, the Saudi Ministry ofEducation has proposed technology as a solution to support language learning (Alresheed, et al., 2015). SomeSaudi Arabian studies have shown that including technology to promote self-learning skills and to expandstudents’ exposure to the target language has a remarkable effect on students’ English proficiency levels andattitudes towards learning English (Al-Kathiri, 2015; Al-Okaily, 2013; Al-Shehri, 2011). However, onepromising approach that uses technology in teaching, the flipped classroom strategy, had not yet been studied inthe EFL Saudi Arabian context.The flipped classroom strategy is a pedagogical model in which lesson content is learned at home by means oftechnology, allowing teachers to devote class time to practicing lesson content with exercises, activities,discussions, or projects (Educause Learning Initiative, 2012). The flipped classroom radically changed thetraditional concept of teaching and learning by shifting how the teacher is teaching and the learners are learning.Giving students control over their learning is the revolutionary idea behind the flipped classroom strategy. Inthe EFL context, the flipped classroom strategy can help solve common problems of English language learners,such as lack of participation, communication, interaction opportunities, lack of sufficient feedback, and low60
elt.ccsenet.orgEnglish Language TeachingVol. 9, No. 10; 2016proficiency levels (Basal, 2015; Hung, 2015; Obari & Lambacher, 2015; Sung, 2015). While the flippedclassroom strategy has shown success elsewhere, it had never been tried in the context of Saudi culture andthe Saudi education system. Therefore, this study was conducted to evaluate the impact of the flippedclassroom strategy on Saudi secondary school students’ grammar performances as well as their attitudes towardself-study in English classes. This study aimed to determine whether the flipped classroom strategy can solveone of the urgent issues of EFL training in Saudi Arabia: the limited opportunities students have for interaction,participation, and practice of English during regular classes.1.2 Statement of the ProblemAlthough the flipped classroom strategy applied to EFL learning has had a positive impact on the EFL learners’attitudes, engagement, participation, and performances, this strategy had not yet been examined in the Saudi EFLcontext. Several studies indicated that Saudi EFL learners do not have the opportunities to engage in Englishlanguage use or practice the EFL skills outside of the classroom, largely due to two reasons. The first reason isthe passive role many learners adopt as the most used teaching methodologies are grammar-translation andaudio-lingual methods (Alrabai, 2016). Fareh (2010) and Rahman and Alhaisoni (2013) stated that most EFLSaudi classes are teacher-led because the main teaching method is lecturing, making the textbook and theteacher the only sources of knowledge. This has created passive and unmotivated learners and reduced students’chances to naturally acquire the language. This passive role in learning disappears in the flipped classesbecause the strategy motivates students to spend more of out- of-class time to learn by themselves (Han, 2015)and encourages them to participate more in classroom activities (Hung, 2015). The second reason for the limitedpractice opportunities in Saudi EFL classes is the nature of the curriculum. The curriculum does not encouragelearners to take a role in the learning process since learner-centered approaches are not implemented in SaudiEFL contexts (Alrabai, 2016). Al-Hamlan (2013) found that the textbook used for secondary students does notencourage practicing the language in pairs and groups. In addition, Baniabelrahman and Alhamlan (2015)found that Saudi EFL learners’ primary goal in learning the language is to use it outside the classroom, but thecurriculum is not helping them to achieve their goal. Therefore, the researchers chose to implement the flippedclassroom to examine its impact on students’ performances and attitudes, as they are hoping to address thepreviously mentioned needs.2. Review of LiteratureTo lay the foundation for this study, a review of key literature areas was conducted, evaluating the challengesand problems of EFL learning in Saudi Arabia and attempts to use technology in Saudi EFL courses.Additionally, the theory behind the flipped classroom approach was investigated and presented along with itsapplication in the EFL field.2.1 Overview and Issues of the Saudi EFL ContextEnglish as a foreign language (EFL) is one of the essential and required subjects in all types of Saudieducational institutions (Al-Seghayer, 2015). The Ministry of Education has devoted time and effort todeveloping the EFL curriculum in their efforts to achieve the desired learning outcomes. Despite thedemonstrated efforts of the Ministry of Education, there are some serious unresolved problems regardingstudents, teachers, and curriculum. Studies show a lack of communication practice is a primary cause of thestudents’ low proficiency levels in speaking (Al-Hamlan, 2013; Al-Seghayer, 2015). Al-Hamlan andBaniabdelrahman (2015) found that Saudi EFL secondary school students need more opportunities and supportto practice English language in class, especially to develop listening and speaking skills. This issue is clearlyseen in grammar classes. Grammar is often traditionally taught and practiced in isolation from communicationskills (Assalahi, 2013). Thus, Saudi EFL learners reported that although they learn a lot of grammar, it is difficultto use grammar correctly (Al-Hamlan & Baniabdelrahman, 2015).Some of these shortcomings may be due to the traditional methods used in English classes, which makelearners passive receivers of the knowledge and teachers’ knowledge providers and presenters (Al-Seghayer,2015; Rahman & Alhaisoni, 2013). In fact, Alrabai (2016) asserts that in Saudi Arabia “a controlling, aggressiveteacher is an external factor that negatively affects learners’ motivations, while the anxiety that such teachersinstill in their students is an internal factor that negatively affects students’ learning outcomes (p. 22). Theteacher-centered approach to classes is a major factor in students not developing their English skills (Alrabai,2016). Students’ sociocultural paradigms can be another obstacle that prevents learners from practicing English.Saudi learners do not need to use English in their daily activities since Arabic language is the language ofcommunication. This causes the lack of out-of-class authentic situations to use English in Saudi Arabia (Alrabai,2016).61
elt.ccsenet.orgEnglish Language TeachingVol. 9, No. 10; 2016In addition, “the teaching curriculum is not usually based on learners’ goals, needs, and desires; rather, it isprescribed by university policymakers” (Alrabai, 2016, p. 25). Most students need to have various resources tolearn from besides the textbook. Studies show students prefer technology based teaching methods and thatutilizing technology in teaching and learning English has a positive effect in the Saudi Arabian context(Al-Hamlan, 2013; Al-Hamlan & Baniabdelrahman, 2015; Al-Kathiri, 2015; Alshumaimri & Almasri, 2012;Al-Qasim & Al-Fadda, 2013). Al-Hamlan and Baniabdelrahman (2015) and Rahman and Alhaisoni (2013)suggested including technology in the teaching and learning of EFL would provide learners with moreexposure to the target language in native-like contexts, thus improving their proficiency levels in the targetlanguage. In addition, Alrabai (2016) noted the need to modify the curriculum to incorporate teaching andlearning methods that promote learners’ autonomy and increase learners’ opportunities to practice the languagein class and daily life is another proposed solution.2.2 Overview of the Flipped Classroom StrategyThe flipped classroom approach was started in 2006 in Colorado, and the strategy basically refers to the idea thatthe lectures and explanations would no longer be done in class but at home, leaving what was previouslytreated as homework to be done in the class time (Bergman & Sams, 2012). Although asking students toprepare before class time is not a new idea, the flipped classroom is special for two reasons: first, because ituses video as a pre-teaching tool, and teachers are able to record or create video content and share it withtheir students to help them learn independently. Second, the flipped classroom established the framework toeffectively personalize learning to confirm that every student is capable of learning anything when giving theright support. This strategy changes the view of the classroom from being a knowledge station to being a placefor student engagement and formative assessment of students’ progress (Kang, 2015).Studies that have demonstrated the efficacy of the flipped classroom strategy include Clintondale high schoolexperience (Flumerfelt & Green, 2013). The result of adopting the flipped classroom strategy in this low-ratedschool was dramatic improvement in learning outcomes. In English subjects, for example, the percentage wentfrom 52% failing students to 19% (Flumerfelt & Green, 2013). Benefits to implementing the flipped classroomstrategy include students learning at their own pace, reinforcing the teacher-student relationship (Bergmann &Sam, 2012), and allowing teachers to personalize and individualize learning (Basal, 2015; Kang, 2015). On theother hand, there are some challenges that accompany the implementation of the flipped classroom strategy suchas students having difficulty adjusting to being active learners or neglecting to do the out-of-class work (Borman,2014; DewiSuryani, 2014; Huelskamp, 2015). Another challenge is teachers not being willing or capable ofchanging and adopting the use of technology (Educause Learning Initiative, 2012). However, if the flippedclassroom strategy was implemented well, and students and teachers received appropriate support, resistancewould not last for long (Hamdan & McKnight, 2013; Ishikawa et al, 2015; Strayer, 2012). Furthermore, Hamdanand McKnight (2013), Ishikawa et al. (2015), and Strayer (2012) showed that if the flipped classroom strategywas well implemented, and students and teachers received appropriate support, challenges could be overcome.2.3 Impact of the Flipped Classroom Strategy on Learning EnglishStudies suggest the flipped classroom strategy positively affects students’ performance and proficiency levels invarious areas of English language. Hung (2015) found that implementing the flipped classroom model in Englishclasses develops students’ academic performance in general. In addition, Ishikawa et al. (2015) and Obari andLambacher (2015) found that flipping English classes improves students’ scores on the Test of English forInternational Communication (TOEIC). In addition, flipping English classes improves students’ speaking skills(DewiSuryani, 2014; Obari & Lambacher, 2015) and reinforces students’ listening comprehension (Han, 2015;Hung, 2015; Kang, 2015). Even in studies where the flipped classroom was utilized to promote other areas ofEnglish language, such as students’ grammar, vocabulary, and idiomatic knowledge, the results show thatstudents’ confidence, and oral fluency skills also improved (Han, 2015; Hsieh, Wu, & Marek, 2016; Kang, 2015).Furthermore, the flipped classroom strategy can encourage learners and make them more attentive to the learningprocess. Hung (2015) confirmed that 80% of the participants in the flipped classes spent more time and effortlearning on their own compared to students’ in the traditional classes, which indicated that they participated morein the learning process. Similarly, Han (2015) noted that during the study, students independently devoted timeand effort to finding the technological learning tools and resources they needed to expose themselves to Englishfor their ungraded project, showing motivation and interest in English learning.2.4 Attitudes and Perceptions towards the Flipped Classroom Strategy in English ClassesStudents have varied perceptions and attitudes towards the flipped classroom strategy. Students confirmed thatflipping their learning enabled them to better comprehend the content (Homma, 2015); whereas, some students62
elt.ccsenet.orgEnglish Language TeachingVol. 9, No. 10; 2016complained about the out of class assignments that require using technology (Han, 2015; Kang, 2015). On thewhole, attitudes and perceptions of the flipped classroom are positive. Students evaluate the flipped classroomstrategy as highly satisfactory since coming to class prepared increased students’ self-confidence andparticipation (Basal, 2015; Hsieh, Wu, & Marek, 2016; Kang, 2015). In addition, availability and accessibility ofvaried e-learning materials and online resources positively influenced students’ attitudes (Ishikawa et al., 2015;Obari & Lambacher, 2015). Kostka and Brinks Lockwood (2015) found students reported that flipping Englishclasses made learning more productive, fruitful, and engaging. Furthermore, it is very useful to assign a shortonline quiz or ask students to complete a worksheet after reviewing out of the class materials to keep track ofstudents’ progress (Kang, 2015; Kostka & Brinks Lockwood, 2015). Another feature of flipped classrooms thatreceived a positive response is the incorporation of e- communication tools outside the classroom becausestudents can share their work and get comments and feedback from their classmates and the teacher (Haake,2013; Han, 2015; Hsieh et al., 2016). Furthermore, students report that utilizing online communication toolsreduced their anxiety since it freed them from pressure of an immediate reply, and that they can consider theiranswers and comments before sending them.2.5 Technology in Teaching EFL in Saudi ArabiaIn today’s world, technology is an essential element in any educational context. In English language learning andteaching, technology has positively influenced teachers’ and students’ practices and resolved some problems. InSaudi Arabia, EFL studies have proven that both teachers and students show positive readiness and attitudestowards implementing technology in EFL classes, despite facing some challenges (Al-Furaydi, 2013; Al-Kathrir,2015; Alresheed et al., 2015; Alshumaimeri, 2008). Several studies in Saudi Arabia have used technology toenhance EFL learning. Al-Furaydi (2013) evaluated Saudi Arabian teachers’ opinions regarding using technologyin learning English. Teachers reported that the students became more interested and learn better when they usedshort movies and PowerPoint slides. Studies by Al-Kathiri (2015) and Aljumah (2012) showed studentsbenefitted from the use of technology in learning English. In addition, Al-Qasim and Al-Fadda (2013) foundusing technology (audio podcasts) as independent learning tasks outside the classroom improved studentslistening and speaking skills and made the students autonomous learners and more confident in EFL classes aswell. Alshumaimeri and Almasri (2012) conducted a quasi- experimental study to investigate the effect ofintegrating WebQuest into the traditional teaching methods for improving reading skills and found that thereading comprehension performance improved significantly. Regarding the impact of technology on learning L2grammar, Al- Jarf (2005) carried out a study to investigate the effectiveness of online grammar instruction onproficiency of EFL college students’ at King Saud University. This method improved grammar knowledge andincreased self-confidence and motivation. These existing successful results of using other technologicalapproaches in Saudi higher education give reason to believe that it is possible to successfully use the flippedclassroom strategy in teaching Saudi secondary school students.2.6 The Flipped Classroom in Saudi EducationAlthough the flipped classroom is one of the suggested alternatives to the current teacher-centered method inEFL Saudi education, it had not been researched before in Saudi English language classes. Flipped classroomshad only been researched in a few educational fields in Saudi Arabia by AlRowais (2014), Al-Otaibi (2016),Al-Harbi (2015), and Al- Zahrani (2015). AlRowais (2014) and Alharbi (2015) adopted the flipped classroomstrategy in different fields of higher education to evaluate its effect on learners’ performances. The findings ofboth studies were positive. In addition, Al- Zahrani (2015) conducted a study on higher education students andfound that students experienced some difficulties while adopting the flipped classroom strategy because of thelimited preparation for the strategy, the flipped classroom promoted students’ creative thinking. To considerSaudi teachers’ perceptions of the flipped classroom strategy, Al-Otaibi (2016) investigated 86 Saudi scienceteachers and reported that implementing the flipped classroom in teaching science was valuable despitetechnological problems and st
right support. This strategy changes the view of the classroom from being a knowledge station to being a place for student engagement and formative assessment of students’ progress (Kang, 2015). Studies that have demonstrated the efficacy of the flipped classroom strategy include Clintondale high school experience (Flumerfelt & Green, 2013).
Flipped cheat sheet Reading Flipped literature News INTRODUCTION What are flipped classrooms? The flipped classroom is a teaching strategy that allows instructors to more actively engage with students in the classroom. In the flipped classroom, instructors typically assign recorded video lectures as homework, and use class time
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Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
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