Flipped Instruction in CALL: Exploring Principles of Effective Pedagogy

Flipped Instruction in CALL: Exploring Principles of Effective Pedagogy

Joy Egbert (Washington State University, USA), David Herman (Meilun Junior High School, Taiwan) and AiChia Chang (Tzu Chi Foundation, Taiwan)
DOI: 10.4018/978-1-5225-5140-9.ch001

Abstract

Although the literature on flipped instruction to date appears to be relatively atheoretical, the benefits listed in the flipped literature fit well with theories of optimal learning environments and student engagement. This chapter links flipped instruction to these two models to form a theoretical framework for CALL use. The chapter then briefly describes two CALL contexts in which this framework was implemented. The first is a short Mandarin course for teacher education students, and the second is an intensive ESL course that was part of a summer language and culture camp. Observations, student comments and actions, and course documents form the basis for this discussion. The chapter concludes by suggesting how flipped instruction might work in these and other CALL contexts; related issues are also addressed.
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Introduction

Much has been written in recent years about the “new” method of “flipped” instruction and its potential to revolutionize instruction across disciplines (see, for example, Bergmann & Sams, 2012; Obari & Lambacher, 2015). Despite the contribution of a number of research studies exploring the potentials and shortcomings of flipped instruction in various contexts, only a limited number of studies have explored flipped instruction in a second or foreign language learning context (see, for example, Alsowat, 2016; Leis & Cooke, 2015; Yang, 2017). Therefore, this paper explores flipped instruction in language learning. The purposes of this conceptual paper are to: 1) establish a theoretical basis for flipped instruction by relating it to two models, one of conditions for optimal language learning environments (Egbert, Chao, & Hanson-Smith, 2007) and the other of task engagement (Lin, 2012), and 2) briefly describe and assess two implementations in CALL classrooms – first, a Mandarin course for teacher education students, and second, an intensive ESL course that involved English language learners taking part in an experience that included principles of flipped instruction. To conclude this paper, we suggest how the principles, rather than the tools, of flipped instruction might work in other computer-assisted language learning (CALL) contexts. With this work we hope to encourage more discussion and research on the principles of effective CALL instruction.

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