Tracing EFL students’ flipped classroom journey in a writing class:: Lessons from Malaysia
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Rebecca Lee Su Ping [1] ; Elena Verezub [2] ; Ida Fatimawati bt Adi Badiozaman [1] ; Wang Su Chen [1]
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[1] University of Technology in Malaysia
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[2] University of Technology, Australia
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 57, Nº 3, 2020, págs. 305-316
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The study explored English as a Foreign Language (EFL) low proficiency students’ reflections and experience of learning in a structured flipped writing program, in a foreign university branch campus in Malaysia. It investigated the areas in which students showed improvement after flipped classroom learning. Qualitative data collected from semi-structured interviews of a sample of 18 students revealed that most students had positive experiences of the use of flipped classroom, reporting that they had greater time preparation before class; increased practice, engagement, interaction, motivation and immediate feedback during class, and a higher level of self-efficacy after class. Some shortcomings of this approach included the feeling of boredom and that it was time-consuming.
