The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment

The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment

Adrian Leis (Miyagi University of Education, Japan), Simon Cooke (Tohoku Institute of Technology, Japan) and Akihiko Tohei (Sakura no Seibo Junior College, Japan)
Copyright: © 2017 |Pages: 16
DOI: 10.4018/978-1-5225-0783-3.ch062
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Abstract

The authors discuss the empirical results of a study comparing two English composition courses conducted with Japanese university students. One course was taught in a traditional way and the other using the flipped method. The results showed that those studying under the flipped method spent a significantly higher number of hours preparing for class (t(20) = 2.67, p = .014, d = 1.14) and produced a significantly higher number of words in compositions written in the posttest (t(10) = 3.37, p = .007, d = 1.44). The flipped method also appeared to result in significantly greater improvements in the writing proficiency of participants (t(32) = 5.17, p < .001, d = 1.15) and when using a one-way ANCOVA to make a comparison with the traditional method in the posttest (F (1, 63) = 13.50, p < .001, ?2 = .18). The capability to view explanations of the text as many times as participants wished, as well as opportunities for direct and immediate individual feedback from the instructor for participants in the flipped group are discussed as possible reasons for the salient differences.
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Literature Review

To date, the majority of studies examining the effects of flipped classrooms have focused on mathematics or sciences such as biology. A number of these have concentrated on either reporting on how the flipped classroom was conducted or students’ opinions of this way of presenting the text in class. Moraros et al. (2015), for example, looked at the effectiveness of flipped classrooms with 67 Public Health students studying for a Master’s degree. The majority (i.e., 80%) of subjects found flipped classrooms to be effective, although these perceived effects did not prove to reflect their grades in the course. Moraros et al. did, however, claim that students who felt flipping the classroom was an effective way of teaching also tended to display more satisfaction with the course.

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