Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE: Reports From an SLL University Classroom

Introduction

Technology seems omnipresent and ever-changing in the world of academia (Kumar & Chand 2018). Many educators envision an environment where technological integration enhances student performance (O'Flaherty & Phillips, 2015). The expectations are that technology will allow classrooms to run more efficiently and students will complete tasks with greater independence and collaboration. In addition, improvement in teaching practices is expected through the creative and innovative use of technology (Pardamean et al., 2017).

Technology has experienced several transformations and developments over the last few decades. As the web became more embedded in society, e-learning, for which current educational technology is central, has become an educational phenomenon. E-learning, as described by Khan, as far back as 2005 is a

E-learning can include computers, laptops, web-based learning (websites, forums, social media sites) and/or more modern versions of computing hardware such as mobile devices and phones often referred to as mobile learning (ML). Mobile learning is explained by Kumar and Chand (2018) as:

Web-based learning, e-technology and mobile learning are often utilized to deliver content in teaching and learning models such as flipped learning (FL). FL is a form of blended learning which is defined as the combination of in-person and online learning. In a traditional classroom, students attend class lectures for the transmission of knowledge which is assimilated through assignments at home (Talbert, 2012). In the flipped classroom, the process is switched whereby students watch online pre-recorded lectures outside of class at an individualized pace and from a preferred location (Hamdan et al., 2013; Staker & Horn, 2012). Students then complete higher order thinking tasks in class under the tutelage of an expert (Pluta et al, 2013).

Although flipped learning (FL) has the potential to be applied in a variety of content settings, most previous research on flipped learning has been conducted in the Science, Technology, Engineering, and Mathematics (STEM) classrooms (Morin et al., 2013; Wilson, 2013). As such, there is little research in using flipped learning with Second Language Learners (SLL). Therefore, it is difficult to determine if flipped learning can be considered best practice for SLL students especially for specific populations such as Emirati SLLs in the UAE. The primary aim of this study, therefore, is to explore the use of flipped learning as a teaching and learning tool with this population which can then hopefully be utilized in other contexts as well.

The flipped learning design in this study includes videos, drill and practice online activities and follow-up writing activities all developed in-house by academically trained instructors with a combined teaching and materials development experience of more than fifty years with this specific population. The videos were uploaded to and accessed on Youtube. Efforts were made to keep the content simple and culturally appropriate (Raven, 2011). Videos were watched outside of class and accessed at the learners’ discretion. Inside of class, students completed writing tasks with the support of both peers and teachers

An additional purpose for this study was to fulfill a practical need within the university. The population under investigation has the weakest language skills across the university and a high attrition rate. They score the lowest on the UAE’s national standardized English exam. These students frequently need language support in the form of both student and faculty assistance to master skills in their English classes. To this end, this study aims to explore flipped learning as a resource for this population.