Comparing the Impact of Blended and Flipped Teaching Strategies on Students' Skimming Technique and Vocabulary Learning

Document Type : Original Article

Authors

Payame Noor University, Tehran, Iran

Abstract

This study explored the impact of blended and flipped teaching strategies on English Foreign Language (EFL) learners' skimming skill, vocabulary learning, and retention. In addition, it compared the impact and efficiency of the blended and flipped teaching strategies. As the initial step, 90 homogenous intermediate EFL learners were randomly selected and divided into three groups, including two experimental and one control group. And as the second step, the reading and vocabulary pre-tests were administered. In the third step or treatment administration, the control group received instruction in the Traditional Learning (T-learning) context through the traditional teaching method. The blended experimental group received instruction in both Electronic Learning (E-learning) and T-learning contexts, while the flipped experimental group received instruction in the E-learning context. After completion of the treatment sessions, two posttests including reading and vocabulary tests were administered. In order to evaluate the participants' vocabulary retention, a delayed vocabulary posttest was administered 27 days later. With regard to the results of the data analysis, considering the first purpose of the study, both blended and flipped teaching strategies positively affected the participants' skimming skill, vocabulary learning, and retention. Regarding the second purpose of the study, the results manifested that, in comparison to the flipped teaching strategy, the blended teaching strategy was significantly effective in enhancing the participants' skimming skills, vocabulary learning, and retention. The results of this study can increase second language teachers and learners' awareness about the beneficial impact of blended and flipped teaching strategies in successful language learning.

Keywords

References

Akkoyunlu, B., & Soylu, M. Y. (2006). A study on students' views on blended learning            environment. Turkish Online Journal of Distance Education, 7(3), 43-56.
Alharabi, A. H. (2015). A flipped learning approach using social media in health informatics education. Creative Education, 6, 1466-1475.
Al-Jarf, R. (2007). Impact of blended learning on EFL college readers. In IADIS International                Conference e-Learning, Lisbon (pp. 6-8).
Anderson, R. C., & Pearson, P. D. (1984). A Schema-theoretic View of Basic Processes in Reading       Comprehension.
Bersin, J. (2003). The blended learning book: Best practices, proven methodologies, and lessons            learned. New York: Jossey-Bass/Pfeiffer.
Capone, R., Caterina, P., & Mazza, G. (2017). Blended learning, flipped classroom and virtual               environment: challenges and opportunities for the 21st century students. Proceedings of       EDULEARN17 Conference, 3rd-5th (pp. 10478-10482).
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance         EFL learning. Computer Assisted Language Learning, 30 (1–2), 1-21.
David, C., & Jean, A. B. (2005). The use of a specific schema theory strategy –semantic          mapping- to facilitate vocabulary development and comprehension for at-risk readers. Reading Improvement, 48(1), 24–31.
Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31(3), 349-365.
Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning.                 Procedia: Social and Behavioral Sciences, 206, 205–209.
Gairns, R., & Redman, S. (2008) Oxford word skills. Cambridge: Oxford University Press
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14, 181.
Ghazizadeh, T., Fatemipour, H. (2017). The effect of blended learning on EFL learners' reading     proficiency. Journal of Language Teaching and Research, 8(3), 606-614.
Gooniband, S. Z., Jalilifar, A., & Khazaie, S. (2013). Mobile, L2 vocabulary learning, and fighting illiteracy: A case study of Iranian semi-illiterates beyond transition level. Applied Research on English Language, 24(2), 65-79
Guy, R. (2012). The use of social media for academic practice: A review of literature. Kentucky Journal of Higher Education Policy and Practice, 1(7).
Hatch, E., & Lazaraton, A. (1991). The research manual: Design and statistics for applied Linguistics. Boston: Heinle.
 Hung, H. (2015). Flipping the classroom for English language learners to foster active learning.     Computer Assisted Language Learning, 28(1), 81–96.
Kazu, I. Y., & Demirkol, M. (2014). Effect of blended learning environment model on high school students' academic achievement. The Turkish Online Journal of Educational            Technology, 13(1), 78-87.
Kenneth, A. (2014). Global education: a worldwide movement an update. Policy Futures in Education, 12.
Khataee, E., & Davoudi, M. (2018). The role of cultural schemata in inferential reading comprehension: An investigation in the Iranian EFL context. Asian Journal of Teaching    and Learning in Higher Education (AJTLHE), 10(2), 11-27.
Khazaie, S., Torabi, R., & Saghaee, A. (2020). Exploring the viability of augmented reality-based cognitive therapy of low working memory in English for medical purposes comprehension and performance. In th International Conference on Computer Games.
Kvashnina, O.S., Mrtynko, E.N. (2016). Analyzing the potential of flipped classroom in ESL                           teaching. IJET, 11(3), 71-73.
Lampinen, J., Copeland, S., & Neuschatz, J. (2001). Recollections of things schematic: Room         schemas revisited. Cognition, 27, 1211–1222.
Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress.        MSc. Thesis. Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/marloweC0812.pdf?           sequence=1.
Morimoto, S., & Loewen, S. (2007). A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words.       Language Teaching Research, 11(3), 347–372.
Namaziandost, E., Abedi, P., & Nasri, M. (2019). The role of gender in the accuracy and fluency   of Iranian upper-intermediate EFL learners’ L2 oral productions. Journal of Applied         Linguistics and Language Research, 6(3), 110-123.
Oxenden, C., & Latham-Koenig, C. (1995) American English File 3. Cambridge: Oxford                                 University Press
Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing?                      Integrating Facebook and peer assessment with blended learning, Australasian Journal of Educational Technology, 27 (5), 829-845.
Slomanson, W. R. (2014) Blended learning: A flipped classroom experiment. Journal of Legal       Education 64(1), 93-102
Soltani Tehrani, N., & Tabatabaei, O. (2012). The impact of blended online learning on Iranian      EFL learners' vocabulary achievement. International Electronic Journal for the Teachers        of English, 2 (5), 73-88.
Songsangyos, P., Jeerungsuwan, N. (2015). Learners' acceptance of flipped learning using social    media. The Twelfth International Conference on E-learning for Knowledge Based Society,     26.1-26.4.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation      and task orientation. Learning Environments Research, 15(2), 171-193.
Thorne, K. (2003). Blended Learning: How to Integrate Online and Traditional Learning. London:               Kogan Page Limited.
Ting Hung, H. (2017). The integration of a student response system in flipped classroom.                 Language learning and Technology, 21(1), 16-27.
Tosun, S. (2015). The effects of blended learning on EFL students' vocabulary enhancement.                          Elsevier, 199, 641-647.
Wang, K., Zhu, Ch. (2019). MOOC-based flipped learning in higher education: students' participation, experience and learning performance. International Journal of Education Technology in Higher Education, 1-18.
Yang, J., Yin, C., & Wang, W. (2018). Flipping the classroom in teaching Chinese as a foreign       language. Language Learning & Technology, 22(1), 16-26.
Zarei, G. R., & Khazaie, S. (2011). Is Short Term Memory (STM) Modality and Gender Specific: A Study of Cell-Phone Assisted EFL Vocabulary Learning. Procedia-Social and Behavioral Sciences, 30, 680-684.
Zarei, G. R., Jalilifar, A., & Khazai, S. (2013). Does it make a difference? L2 vocabulary learning via mobile and conventional mode.  Teaching English Language, 1, 200-210.
Zhonggen, Y. (2019). Schema theory based flipped classroom model assisted with technologies.    International Journal of Information and Communication Technology Education, 15(2), 31-48.
Teaching English Language
Volume 15, Issue 2
September 2021
Pages 127-154

Files

History

  • Receive Date: 11 December 2021
  • Accept Date: 11 December 2021

Share

How to cite

Statistics