Flipped Instruction in CALL: Exploring Principles of Effective Pedagogy

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.