Taking Taiwan to the world: A flipped classroom approach to teaching English in Taiwanese and digital contexts

Ching-Wen Wang

doi:10.31893/multirev.2023ss041

Keywords:

Project-Based Learning

Abstract

To counter traditional teacher-centered classes, Taiwanese educators are advancing innovative methods of teaching English. This study compared a control group with an experimental group that experienced a flipped classroom approach, using digital content and in-class activities. The content for both groups included pronunciation, vocabulary, and sentence patterns, in addition to a major project, Taking Taiwan to the World, which used the Postcrossing web app. The results were statistically significant, demonstrating that the flipped classroom reduced learning anxiety, while increasing learning interest and effectiveness, as well as overall higher academic achievement.
References
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3. Coyle, D., Hood, P., & Marsh, D. (2010). A window on CLIL. In D. Coyle (Ed.), CLIL: Content and Language Integrated Learning (pp. 1-12). Cambridge University Press.
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5. Hsu, L. (2017). Explorations in flipped classroom and college student's English learning anxiety. Journal of National Taichung University of Science and Technology Special Issue on Industry-University Cooperative Research, 4(1), 127-144.
6. Meyer, O. (2013). Introducing the CLIL-Pyramid: Key strategies and principles for CLIL planning and teaching. In M. Eisenmann & T. Summer (Eds.), Basic Issues in EFL-Teaching and Learning (2nd ed., pp. 295-313). Universitatsverlag Winter.
7. Nangimah, M. (2020). How should we counter challenges in teaching pronunciation for EIL? Journal of English Teaching, 6(1), 24-39. https://doi.org/10.33541/jet.v6i1.1061
8. Ozdamli , F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105.
9. Reidsema, C., Hadgraft, R., & Kavanagh, L. (2017). Introduction to the Flipped Classroom. In C. Reidsema, R. Hadgraft, L. Kavanagh , & N. Smith (Eds.), The flipped classroom: practice and practices in higher education (pp. 3-14). Springer eBooks.
10. Roussel, S., Joulia, D., Tricot, A., & Sweller, J. (2017). Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning and Instruction, 52, 69-79. https://doi.org/10.1016/j.learninstruc.2017.04.007
11. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer Science+Business Media, LLC. https://doi.org/10.1007/978-1-4419-8126-4_5
12. Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition. Applied Linguistics, 27(1), 78-102. https://doi.org/10.1093/applin/ami046
13. Turan, Z., & Goktas, Y. (2016). The flipped classroom: instructional efficiency and impact on achievement and cognitive load levels. Journal of e-Learning and Knowledge Society, 12(4), 51-62.
14. Wang, S. (2022). Critical thinking development through project-based learning. Journal of Language Teaching and Research, 13(5), 1007-1013. https://doi.org/https://doi.org/10.17507/jltr.1305.13
15. Yen, T.-A. (2015). The Integration of Problem-Based Learning (PBL) and Action Learning in Higher Education of Taiwan. Journal of Curriculum Studies, 10(1), 51-69.
16. Zhang, L. (2018). English Flipped Classroom Teaching Model Based on Cooperative Learning. Educational Sciences: Theory & Practice, 18(6), 3652-3661.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Wang, C.-W. (2024). Taking Taiwan to the world: A flipped classroom approach to teaching English in Taiwanese and digital contexts. Multidisciplinary Reviews, 6, 2023ss041. https://doi.org/10.31893/multirev.2023ss041

[1] Berninger, V., & Michel, F. (2008). Why Spelling Is Important and How To Teach It Effectively.

[2] Bolsunovskaya, L. M., Phillips, C., Korotchenko, T. V., Matveenko, I. A., Strelnikova, A. B., & Ulyanova, O. S. (2015). Project-based Method in Teaching Foreign Language for Specific Purposes Procedia. Social and Behavioral Sciences, 215, 176-180.

[3] Coyle, D., Hood, P., & Marsh, D. (2010). A window on CLIL. In D. Coyle (Ed.), CLIL: Content and Language Integrated Learning (pp. 1-12). Cambridge University Press.

[4] Fan, X. (2018). Research on Oral English Flipped Classroom Project-based Teaching Model Based on Cooperative Learning in China. Educational Sciences: Theory & Practice, 18(5), 1988-1998. https://doi.org/10.12738/estp.2018.5.098

[5] Hsu, L. (2017). Explorations in flipped classroom and college student's English learning anxiety. Journal of National Taichung University of Science and Technology Special Issue on Industry-University Cooperative Research, 4(1), 127-144.

[6] Meyer, O. (2013). Introducing the CLIL-Pyramid: Key strategies and principles for CLIL planning and teaching. In M. Eisenmann & T. Summer (Eds.), Basic Issues in EFL-Teaching and Learning (2nd ed., pp. 295-313). Universitatsverlag Winter.

[7] Nangimah, M. (2020). How should we counter challenges in teaching pronunciation for EIL? Journal of English Teaching, 6(1), 24-39. https://doi.org/10.33541/jet.v6i1.1061

[8] Ozdamli , F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105.

[9] Reidsema, C., Hadgraft, R., & Kavanagh, L. (2017). Introduction to the Flipped Classroom. In C. Reidsema, R. Hadgraft, L. Kavanagh , & N. Smith (Eds.), The flipped classroom: practice and practices in higher education (pp. 3-14). Springer eBooks.

[10] Roussel, S., Joulia, D., Tricot, A., & Sweller, J. (2017). Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning and Instruction, 52, 69-79. https://doi.org/10.1016/j.learninstruc.2017.04.007

[11] Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer Science+Business Media, LLC. https://doi.org/10.1007/978-1-4419-8126-4_5

[12] Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition. Applied Linguistics, 27(1), 78-102. https://doi.org/10.1093/applin/ami046

[13] Turan, Z., & Goktas, Y. (2016). The flipped classroom: instructional efficiency and impact on achievement and cognitive load levels. Journal of e-Learning and Knowledge Society, 12(4), 51-62.

[14] Wang, S. (2022). Critical thinking development through project-based learning. Journal of Language Teaching and Research, 13(5), 1007-1013. https://doi.org/https://doi.org/10.17507/jltr.1305.13

[15] Yen, T.-A. (2015). The Integration of Problem-Based Learning (PBL) and Action Learning in Higher Education of Taiwan. Journal of Curriculum Studies, 10(1), 51-69.

[16] Zhang, L. (2018). English Flipped Classroom Teaching Model Based on Cooperative Learning. Educational Sciences: Theory & Practice, 18(6), 3652-3661.

Abstract

References

How to cite