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Foreign Language Learning Through Instagram: A Flipped Learning Approach

Foreign Language Learning Through Instagram: A Flipped Learning Approach

Alberto Andujar, Fidel Çakmak
Copyright: © 2023 |Pages: 22
ISBN13: 9781668471234|ISBN10: 166847123X|EISBN13: 9781668471241
DOI: 10.4018/978-1-6684-7123-4.ch016
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MLA

Andujar, Alberto, and Fidel Çakmak. "Foreign Language Learning Through Instagram: A Flipped Learning Approach." Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries, edited by Information Resources Management Association, IGI Global, 2023, pp. 278-299. https://doi.org/10.4018/978-1-6684-7123-4.ch016

APA

Andujar, A. & Çakmak, F. (2023). Foreign Language Learning Through Instagram: A Flipped Learning Approach. In I. Management Association (Ed.), Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries (pp. 278-299). IGI Global. https://doi.org/10.4018/978-1-6684-7123-4.ch016

Chicago

Andujar, Alberto, and Fidel Çakmak. "Foreign Language Learning Through Instagram: A Flipped Learning Approach." In Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries, edited by Information Resources Management Association, 278-299. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7123-4.ch016

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Abstract

This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.

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