Implementing Flipped Classroom in Online Language Classes

If you’re an online language teacher and you like to flip your online classes, you can easily and practically implement flipped classroom by studying this article and putting the presented points in action. But before starting, we should know what flipped classroom is all about in essence.

What’s flipped classroom & how to implement it?

A flipped class has some specific features that make it distinctive from a non-flipped class. Perhaps one of the most significant dividing lines between the two is that any flipped classroom has two types of class activities: out-of-class activities and in-class activities. As part of out-of-class activities, in a typical flipped class, students watch instructional videos like a lecture given by their own teacher or any other instructor.

This video could be embedded in an online course previously assigned to the students. As a result, a great deal of class time could practically be spent on more cognitively demanding tasks in the live or synchronous class when the teacher is available. Out-of-class activities in the form of asynchronous learning, namely watching embedded videos or lectures as many times as needed and leaving comments and replies in comment forms and discussion boards, can make the students more autonomous and teacher-independent in a positive way.

Consequently, this amalgamation of synchronous learning and asynchronous learning can help the students be more informed and prepared for more intense and demanding activities, such as problem-solving tasks, in the subsequent live classes at the presence of the teacher.

The importance of flipped classroom

Realizing social presence through flipped classroom

You can flip your online language class with the intention of realizing the sense of social presence in the online social context and among the students. However, your adopted flipped learning approach should be collaborative by nature. That is to say, the utilization of the asynchronous channels of communication, namely discussion boards and comment forms should be encouraged to account for collaborative flipped learning (Hariri Asl, Marandi & Maftoon, 2021).

Thanks to the availability of the state-of-the-art technology, particularly the internet, the students can and should get the most out of out-of-class activities through computer-mediated communication (CMC) asynchronously.

How to implement flipped classroom

Is flipped learning appropriate for all classes?

We should note that flipped learning is relatively a new learning approach. As a result, some of your students might initially resist it, which is natural to some extent. In this regard, Webb, Doman and Pusey (2014) conducted an experimental study to compare two EFL university classes in China lasting for 15 weeks. During this period, the researchers implemented flipped classroom in one of the classes as the experimental group, while the other class was taught traditionally as the control group. According to the results of the study, the majority of the students showed resistance to flipped instruction at the beginning of the study. Nevertheless, almost all of them changed their minds about flipped learning by the end of the investigation.

References

  1. Hariri Asl, M. H., Marandi, S. S., & Maftoon, P. (2021). Collaborative flipped learning through CALL: A recipe for realizing social presence in virtual learning environments. International Journal of Foreign Language Teaching & Research, 9(35), 95-114.
  2. Webb, M., Doman, E., & Pusey, K. (2014). Flipping a Chinese university EFL course: What students and teachers think of the model. The Journal of Asia TEFL, 11(4), 53-87.