Preview Innovations in Flipping the Language Classroom Theories and Practices by Jeff Mehring, Adrian Leis (eds.) (2018)

Preview Innovations in Flipping the Language Classroom Theories and Practices by Jeff Mehring, Adrian Leis (eds.) (2018) Preview Innovations in Flipping the Language Classroom Theories and Practices by Jeff Mehring, Adrian Leis (eds.) (2018) Preview Innovations in Flipping the Language Classroom Theories and Practices by Jeff Mehring, Adrian Leis (eds.) (2018) Preview Innovations in Flipping the Language Classroom Theories and Practices by Jeff Mehring, Adrian Leis (eds.) (2018)

Jeffrey Mehring Adrian Leis Editors Innovations in Flipping the Language Classroom Theories and Practices Innovations in Flipping the Language Classroom Jeffrey Mehring Adrian Leis • Editors Innovations in Flipping the Language Classroom Theories and Practices 123 Editors Jeffrey Mehring Freelance Instructional Designer West Bend USA Adrian Leis Miyagi University of Education Sendai, Miyagi Japan ISBN 978-981-10-6967-3 ISBN 978-981-10-6968-0 https://doi.org/10.1007/978-981-10-6968-0 (eBook) Library of Congress Control Number: 2017956308 © Springer Nature Singapore Pte Ltd 2018 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Nature Singapore Pte Ltd The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Contents The Flipped Classroom Jeffrey Mehring Implementing the Flipped Classroom: Challenges and Strategies Anna F Brown 11 Flipping or Flopping: Lessons Learnt from Flipping a Course for ASEAN Teachers of English Marie Yeo Flipping a Pronunciation Lesson for a Teacher Training Course Martha Ramirez 23 45 Flipped Learning and Formative Assessment in an English Language Class John M Graney 59 Flipping Your Writing Lessons: Optimizing Time in Your EFL Writing Classroom Carolina R Buitrago and Juliana Díaz 69 In-Class Flip: Flipping a Literature Class for Student-Centered Learning Martha Ramirez 93 Flipping EFL Classes for Future Teachers 105 Akihiko Andrew Tohei Flip Your Classroom to Improve EFL Students’ Speaking Skills 113 Mark Feng Teng Dialogic Inquiry as a Process in the Flipped EFL Classroom 123 Mark deBoer v vi Contents Flipping the ESL/EFL Academic Reading Classroom: A Group Leader Discussion Activity 147 C J Brown Flipping the ESL/EFL Classroom to Reduce Cognitive Load: A New Way of Organizing Your Classroom 169 Daniela Wagner-Loera Flipping Movies for Dynamic Engagement 185 Khalid Fethi and Helaine W Marshall Flipping Tech-Enhanced, Content-Based EAP Courses with Online Content 203 Yu Jung Han Content-Based Language Teaching and the Flipped Classroom: A Case Study in the Japanese EFL Environment 221 Adrian Leis Contributors Anna F Brown currently works as an Instructional Designer at Northwestern College in Chicago, USA C J Brown currently works as an Assistant Professor in the English for Academic Purposes (EAP) and Basic Education (BE) Programs at Akita International University, Japan Carolina R Buitrago currently works as a Full-Time Professor and Researcher at Institución Universtaria Colombo Americana–UNICA in Colombia Mark deBoer is a Ph.D candidate at the University of Birmingham and currently works as a Lecturer at Akita International University, Japan Juliana Díaz currently works as a Mentor and Teacher–Researcher in the Department of Foreign Languages and Cultures at La Sabana University, Colombia Khalid Fethi currently works as an English Language Instructor and Principal at his own school: Oum El Koura Language Center, in Berkane, Morocco John M Graney currently works as the ESL Coordinator and teaches at Santa Fe College in Gainesville, Florida in the United States Yu Jung Han is currently a Ph.D student in Teaching and Curriculum at the University of Rochester, New York, USA Adrian Leis is currently an Associate Professor in the Department of English Education, Miyagi University of Education, Japan Helaine W Marshall is currently a Professor of Education and Director of Language Education Programs at LIU Hudson, New York, USA Jeffrey Mehring is currently a Freelance Instructional Design Specialist training teachers throughout the United States of America Martha Ramirez currently works as a Lecturer at the Universidad de Los Andes, Colombia and is an Independent Academic Consultant vii viii Contributors Mark Feng Teng is currently studying for a Ph.D at Hong Kong Baptist University, Hong Kong Akihiko Andrew Tohei is currently a lecturer at Sakura no Seibo Junior College and Fukushima University in Fukushima, Japan Daniela Wagner-Loera currently works as an Adjunct Professor at Hawai‘i Pacific University and the University of Maryland University College, College Park, USA Marie Yeo currently works as a Language Specialist at SEAMEO-RELC in Singapore, where she trains educators from all over Asia The Flipped Classroom Jeffrey Mehring Abstract This chapter provides the reader with a few of the ideas and theories behind the flipped classroom It is aimed to lay the foundation for the chapters that follow, giving the reader the necessary background information to understand how each author designed his/her flipped classroom The chapter explains why the authors feel this book is necessary, the role it can play in English language learning, and a brief explanation of each chapter Considering this book contains chapters focused on the flipped approach, the editors decided that one chapter explaining the theories and research behind flipped learning would be better than each chapter repeating similar information So in this chapter, I lay out some of the main ideas behind the flipped classroom that the authors have used to design and develop their flipped classrooms Before discussing the flipped classroom though, I want to stress that technology is not required for flipping your class People usually associate the flipped classroom with videos, but it is possible to flip your class without videos and technology The affordances of technology have made it easier through the creation of videos, discussion boards, and online quizzes, but the main focus of flipping should be on creating a student-centered learning environment One where lessons and content are more accessible, students have more control over their learning, and students have time to reflect upon and become more critical learners Even though the following chapters may refer to technologies used, the key focus is a pedagogical change and not a technological one With that in mind, let us explore the theories behind the flipped classroom The flipped classroom model flips the traditional instructional format of a classroom-based course Famously demonstrated by the Khan (2011) videos and later developed by Bergmann and Sams (2012), the flipped classroom is the common instructional approach where teacher-created materials featuring instruc- J Mehring (&) Freelance Instructional Designer, West Bend, USA e-mail: jmehring012@gmail.com © Springer Nature Singapore Pte Ltd 2018 J Mehring and A Leis (eds.), Innovations in Flipping the Language Classroom, https://doi.org/10.1007/978-981-10-6968-0_1 J Mehring tion of new concepts are viewed outside of scheduled class time, in turn freeing teacher–student time for more collaborative efforts in class Activities that would normally take place outside the classroom, conventionally known as homework, are restructured and rescheduled to take place during the times that the class meets face to face (F2F) This significant switch impacts the roles and responsibilities of instructors and students alike and holds the potential for improving classroom-based learning experiences for both groups (Baker, 2000; Lage, Platt, & Treglia, 2000) The flipped classroom means personalized, intercommunication among the members of the learning environment; higher levels of personal responsibility on the students’ part; a combination of instruction from the teacher and constructivist learning; and students actively engaged in the learning outcomes This flipped pedagogy views education as a two-step process: the transfer of new information, and the student’s ability to make sense of and assimilate the information (Lambert, 2012) In the traditional classroom, the first step usually takes place during F2F class time with the second step being assigned as homework During the second step, the student is on his own to make sense of the new information encountered during F2F class time and assimilate the new information Essentially, the F2F class time needs to be flipped; students’ first exposure to new learning takes place outside and before the class, while during class students collaborate with classmates and the teacher, enabling the teacher to give immediate, corrective feedback as the students assimilate the new information and develop their own thoughts and ideas In an English as a foreign language classroom (EFL), this could lead to a more communicative classroom The flipped EFL classroom could be structured around more intercommunication as the method of learning and eventual outcome of language learning The flipped classroom technique requires students to think through an answer, taking time to develop their thoughts and ideas Students of well-designed flipped classes may develop greater ownership of their learning, collaborative skills needed for a participatory culture, and more opportunities to interact with the instructor and classmates using authentic language F2F class time involves not only changing in-class teaching methods but also adjusting the students’ perception of how they are accustomed to learning and the teacher’s role in the classroom For instance, the purpose of an Academic Writing class could be to develop the students’ abilities to express their ideas in cohesive, clear reports and papers in an academic situation The course prepares students to use the steps of research writing to critically analyze and compose logical academic papers Before class, the students review the flipped materials focusing on some of the major parts of a research paper such as, title, thesis, body, transition sentences, conclusions, citations, and references To confirm that students have reviewed the materials, the instructor opens a discussion forum on the school’s learning management system, or provides students with online practice exercises that require them to label various parts of a research paper, which the instructor participates in, or reviews before the next class This process, called just-in-time teaching (JiTT), requires students to produce work, usually via a web platform, which instructors 30 M Yeo online, others would have downloaded and even printed copies of the resources It should be noted that this data does not allow us to gauge the extent of the learners’ engagement with the activity nor their depth of understanding Observation of Participation During In-Class Activities Teacher observation of group discussions and assessment of student responses were used to evaluate participation During the Group Support Activity, it was observed that 12 of the 13 participants had made printouts of the PowerPoint presentations with the lecture transcripts (PDF file) and the readings While some had clearly studied these resources closely, evidenced by highlights, annotations, and even separate notes, a handful had not studied the notes prior to coming to class as they were trying to read the transcript and article while their group members were discussing the questions In each group, there appeared to be some “passengers” who were relying on other group members to provide the answers These students, however, were forced to participate during the quiz as there were 13 questions for 13 students and each student was selected at random to answer a question Those who came unprepared answered the questions by reading their notes from the group discussion and, when probed further, were unable to explain their responses Survey of Learner Perceptions On the completion of the third flipped lesson, an anonymous survey created on Survey Monkey was administered to gather information about learners’ perceptions of flipped learning (see Table 1) The focus of the questions was mainly to evaluate how well the lecturer had implemented flipped learning, as it was the first time she had attempted this approach The first item sought to discover how many in the group had had prior experience of flipped learning In Item 2, participants responded to 15 statements about three aspects of flipped learning: first, the methods of delivery such as viewing, reading, listening to lecture (Items 1, 2, 3, 9, 12, 13, and 14); second, the materials, mainly the online lectures, transcripts, and readings (Items 4, 5, 6, 7, and 8); and third, issues in managing flipped learning, particularly, low engagement in pre-class activities (Items 10 and 11) There was a final question about whether participants would themselves like to implement this approach in their own teaching A five-point Likert scale was used to enable participants to Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), or Strongly Disagree (SD) to each statement In addition, there were four open-ended questions about what they liked least, what they liked most, what the teacher should have done about non-participating members, and suggestions on how to make the implementation of flipped learning more effective Flipping or Flopping: Lessons Learnt from Flipping … 31 Table students’ perceptions of the class being flipped No Statement Methods I enjoyed viewing the online lectures I would have preferred if the lecturer had explained the content of the online lectures during class time I would have learnt the content better if it had been delivered during class time The class activities helped to clarify content from the online lectures and materials 12 The flipped classroom approach made the learning of content less boring 13 The flipped classroom approach allowed me to learn content at my own pace 14 I would like more of the content to be presented as online lectures Materials It was useful having the lecturer’s voice on the online lectures It was useful having a transcript of the online lectures The readings helped me understand the content of the lectures There was too much reading The readings were too difficult Issues in managing flipped learning 10 I completed all the necessary viewing/reading before the lessons 11 Everyone in my group had completed all the necessary viewing/reading before the lessons 15 I would like to try the flipped classroom approach with my own students SA A N D SD 62% 54% 54% 100% 84% 69% 38% 5 38% 38% 31% 0% 8% 23% 54% 0% 8% 15% 0% 8% 8% 8% 46% 0% 0% 31% 31% 8% O% O% 15% 46% 38% 31% 8% 0 0% 38% 1 15% 6 4 46% 10 100% 100% 54% 23% 62% 31% 77% 5 3 0 0 0 0 “Quasi statistics,” a term coined by Becker in 1970 (cited by Maxwell, 2010, p 476), were used to analyze the data for trends Of the 13 participants, nine had not experienced the flipped learning approach In response to statements about the methods of learning used in the flipped approach, there was strong agreement (Strongly Agree or Agree) to Item “The class activities helped to clarify content from the online lectures and readings.” Eighty-four percent also agreed that the flipped approach made “learning of the content less boring” (Item 12) Students had 32 M Yeo mixed reactions to statements about enjoying viewing online lectures (Item 1) and preferred to have more traditional lecturing and explanations (Item 2) However, only five agreed or strongly agreed that they wanted more content to be presented through online lectures (Item 14) There were mixed reactions to the statement that content would have been learned better using a face-to-face mode of delivery, with less than half agreeing with this statement (Item 3) In response to statements about the materials, there was strong agreement that “It was useful having a transcript of the online lectures” (Item 5), with 77% even expressing “strong agreement.” Surprisingly, only 46%—less than half—agreed or strongly agreed that “It was useful having the lecturer’s voice on the online lecture” (Item 4) Responses about the readings were very mixed While all 13 agreed or strongly agreed that “The readings helped me understand the content of the lectures” (Item 6), responses about the amount and difficulty of the readings varied Although 54% felt that there was too much reading, the remainder responded neutrally, with two even disagreeing with this statement Similarly, there were mixed reactions to the statement that the readings were too difficult, with 46% disagreeing, suggesting the level of difficulty of the readings was manageable for some but not others Finally, the responses to items about management of learning, specifically completion of all the necessary reading/viewing before coming to class, were somewhat inconsistent In response to Item 10, “I completed all the necessary reading/viewing before coming to class,” there was no disagreement (which would suggest that everyone had completed the preparation) but five “neutral” responses However, in response to the statement “Everyone in my group had completed all the necessary reading/viewing before coming to class” (Item 11), 38% disagreed, suggesting that some of their group members had not completed the reading/viewing Despite earlier misgivings about various aspects of flipped learning, in response to the final item, 77% agreed or strongly agreed that they would like to try this approach with their own students (Item 15) Items 3–6 were open-ended questions that allowed respondents to elaborate on responses from earlier questions or provide feedback about different aspects of the flipped approach not covered in earlier questions In response to Item 3, “Write down three things you liked least about the flipped classroom approach,” 23 distinct comments were made Respondents pointed out that the online method of delivery did not allow opportunities for interaction with the teacher to ask questions or seek clarification and further explanation Furthermore, there were no opportunities for interaction with other learners: “We can’t discuss with other students It cannot offer interaction between teacher and students and among students.” One respondent stated “I prefer working with people than working alone I sometimes feel in-secured when doing some tasks I was wondering if I understood what I was doing was right or wrong.” There were also complaints about the online lecture and reading materials being too long and difficult Flipping or Flopping: Lessons Learnt from Flipping … 33 The main criticisms were related to the management of flipped learning Comments such as “The limited time (only a day) to catch up with all reading material,” “Limited reading time, Long articles,” “lots of reading need to be done in a limited time, quiet stressful if it is done everyday, struggling with the difficult contents,” “Give at least 02–04 days time length to reading otherwise time constrain of just only reading for an overview,” and “The ‘flipped classroom’ lessons were placed too close to each other, so there wasn’t much time to the necessary work before attending the lectures” reveal participants’ dissatisfaction with the time they had to complete the readings in preparation for the next lesson The other key concern pertained to the lack of preparation of group members who had not completed the input activities before coming to class One respondent diplomatically commented: “Could be embarrassing if students did not the reading/viewing, they will not be able to contribute in the group.” Other respondents were more pointed: “Having members in the group who can’t contribute during the activities as they have not done the necessary work beforehand, so it feels like you are or man short Similarly, having members who are reluctant to speak/offer ideas” and “There is no way to make sure that students will cooperate.” Item asked learners to list three things they liked most about the flipped learning approach Encouragingly, 35 distinct comments were recorded in contrast to the 23 about what they liked least, hence positive comments outweighed negative ones The responses generally fell into two categories: those related to the developments in the learner (8 comments) and those related to improvements in the learning process (27 comments) The flipped classroom approach was reported to increase learners’ confidence, readiness/preparedness for class, learner independence, self-monitoring, and sense of accomplishment Commenting on the benefits of this approach, one respondent stated, “The learners become well-prepared, more independent in learning and able to share ideas/opinions/suggestions in class.” Another added that flipped learning could “Help students to be more independent and responsible to manage their own learning…Promote collaborative learning.” Qualitative data also showed that flipping improved the learning process Before the lessons, learners could prepare by viewing and reading the materials, listening to the lecturer’s voiceover in their own time, at their own pace, and in any convenient location as the materials were available online Listening to the lecture online was reported to be less stressful than listening in a face-to-face situation Respondents said that they could “listen again and again,” had “more time to see again and again,” and write down questions for the teacher to answer in class As well, having varied inputs including viewing PowerPoints with voice-overs, viewing online videos, and reading different articles helped “break the monotony,” as reported by one learner The benefits were also apparent during the learning process in class, with learners commenting that lessons were less boring and involved less teacher talk Having “enjoyable activities” and “an active classroom” to create more opportunities for collaboration and group discussion, as well as greater chances to apply their learning were some of the areas students liked most In the main, respondents commented that the flipped learning approach had transformed what happened 34 M Yeo during class time Not only was understanding increased because the pre-class activities had provided a schema for learning, but learners were engaged as active participants who constructed learning with their teacher and peers, rather than passive recipients of content knowledge Item asked what the teacher should have done about learners who did not complete their viewings or readings before coming to class The responses of learners fell into two categories: support or consequence Of the 17 comments, 12 suggested providing support before or during the lesson It was suggested that the lecturer posted lessons well in advance, sent reminders and/or notifications, and presented overviews of the content and rationale of the online lesson and materials before learners did the online preparation on their own Other forms of support suggested by the participants included starting the lesson by providing notes and giving a brief lecture of the online materials Student recommendations on how to deal with those who had not done preparation ranged from one extreme to another There were suggestions of leniency, that the lecturer should find out why a student had not done the preparation and give advice, or get other group members to assist them or give extensions At the other extreme were punitive measures such as including graded activities based on the readings and online lectures or putting all those who had not prepared in the same group A radical suggestion was that the teacher should nothing so that the students in question would realize the pressure they were putting on their peers As one very honest student commented: I think the teacher does not need to anything because those ones who did not the viewing or the reading would experience the hardest time for the lesson They have nothing to share and contribute in group work and the lesson ends in a disaster I was in this situation and no one dares to it a second time Finally, responding to the question on how to make the flipped classroom approach more effective, learners felt that the methods of learning could be made more interactive by including online forums As well, the lecturer was advised to provide an overview of the online lesson before students had to it independently and to provide clear information about the tasks to be completed Learners wanted materials that were brief, manageable, and accessible to all proficiency levels As some learners had experienced problems with Internet connectivity, they wanted printed copies of the readings and offline video files to be provided Many comments related to time and behavior management Learners wanted more time to complete the readings and viewing, suggesting that the flipped lessons should have been better spaced with longer intervals between lessons One suggestion to reduce the reading load was to adopt a jigsaw reading approach and assign learners different parts of the reading Finally, to improve group work and cooperative learning, one respondent suggested getting group members to assess the group’s performance Table summarizes responses to Items 3–6 in terms of what worked, what failed and suggestions for improvement in the areas of methods of delivery, materials used, and time and behavior management during the three flipped classes Flipping or Flopping: Lessons Learnt from Flipping … 35 Table Summary of responses to items 3–6 Areas Liked most Liked least Respondents’ suggestions Methods – Reading lecture transcripts – Reading academic articles – Participating in enjoyable, interactive, and collaborative activities Materials – Transcripts of online lectures – Viewing PowerPoint lectures (with voiceover of lecturer reading the transcript) – Lack of interaction with lecturer and classmates during pre-class “input” phase – Too much reading – Online lectures too long (20 min) – Readings too long Management (Time or Behavior) – Opportunity for autonomous, self-paced learning (anytime, any place, as many times as needed) – Include online forums to increase opportunities for interaction during pre-class phase – Provide an overview of the content of the upcoming flipped lesson – Provide clear instructions about tasks – Make online lectures shorter and easier – Provide print copies of the readings – Provide offline versions of PowerPoint presentations -Increase interval between flipped lessons – Adopt a “jigsaw” method to lessen reading load – Get learners to peer-assess group members’ participation – Insufficient time between flipped lessons – Some participants did not complete pre-class viewing and reading Discussion and Conclusions Judging from completion of the pre-class activities, participation during in-class activities, and learner response on the survey, several lessons can be learnt from the flipped classroom experiment that will inform the implementation of this approach in the future Methods of learning that were found to be most effective were reading transcripts and articles and participating in interactive and collaborative in-class activities A surprising finding was that the recordings of the online lectures were not as useful as the transcripts, for some because of poor connectivity and for others because it was more convenient and faster to read the transcript rather than listen to the lectures In future courses, as a means of scaffolding learners, the lecturer should 36 M Yeo provide a brief introduction to the content and purpose of the lesson and explain how the content will be used in the following class Learner training on how to approach the online preparation should also be included and this could be done by having learners undertake their preparation for the first flipped lesson under the supervision of the lecturer Although some learners complained that the online lectures and readings were too long and difficult, the real issue may not have been with the materials but with inadequate time for preparation Learners had three days to complete viewing the 20-minute online lecture and academic reading before the first flipped lesson However, between the second and third flipped lessons, they only had one afternoon to complete viewing a 30-minute lecture and reading 24 pages from their textbook Therefore, if the flipped lessons had been better spaced out, with longer intervals between the lessons, learners would have had more time to complete the viewing and reading tasks and could have broken them down into manageable bite-sized tasks, viewing a few slides at a time or reading sections at a time, instead of having to complete the tasks in a hurry Turning finally to dealing with students who fail to complete their preparation, it seems that the advice of the honest learner—to let them swim or sink—while seemingly unsupportive, may be appropriate to encourage learners to be more responsible and autonomous in their learning Positive and educative measures such as creating information gap and graded activities based on the online lectures and readings are preferable to punitive ones like isolating non-compliant learners or enabling ones, like going over the content of the pre-class lectures and readings at the start of each class From the evaluation, it is clear that the implementation of the three flipped lessons could have been better conceptualized and managed Despite these failures, the flipped learning experiment that was carried out as part of the Second Language Acquisition module helped in developing learner agency through affective and metacognitive gains Most of all, there was greater learner engagement and interaction during class activities Instead of “throwing the baby out with the bathwater” and abandoning flipped learning altogether, simple measures such as providing additional scaffolding and learner training and timetabling flipped lessons with greater forethought could greatly improve the delivery of flipped lessons in the future Flipping or Flopping: Lessons Learnt from Flipping … 37 Appendix 1: Survey on Perceptions of the Flipped Classroom (Administered on Survey Monkey) Q1 Have you ever experienced the flipped classroom approach before? Yes No Q2 Please choose the answer that best reflects your views: Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), or Strongly Disagree (SD) No 10 11 12 13 14 15 Statement SA S I enjoyed viewing the online lectures I would have preferred if the lecturer had explained the content of the online lectures during class time I would have learnt the content better if it had been delivered during class time It was useful having the lecturer’s voice on the online lectures It was useful having a transcript of the online lectures The readings helped me understand the content of the lectures There was too much reading The readings were too difficult The class activities helped to clarify content from the online lectures and materials I completed all the necessary viewing/reading before the lessons Everyone in my group had completed all the necessary viewing/reading before the lessons The flipped classroom approach made the learning of content less boring The flipped classroom approach allowed me to learn content at my own pace I would like more of the content to be presented as online lectures I would like to try the flipped classroom approach with my own students Q3 Write down three things you liked LEAST about the flipped classroom approach Q4 Write down three things you liked MOST about the flipped classroom approach Q5 What should the teacher have done about students who did not complete the viewing/reading before the lesson? Q6 Please provide some suggestions on how the flipped classroom approach could be done more effectively N D SD 38 Distribution of lessons Week M Yeo Days/Lesson Tuesday—Lesson Tuesday—Lesson Monday—Lesson Wednesday—Lesson Thursday—Lesson (flipped) Monday—Lesson (flipped) Tuesday—Lesson (flipped) Thursday—Lesson Friday—Lesson Monday—Lesson 10 Tuesday—Lesson 11 Wednesday—Lesson 12 Tuesday—Lesson 13 Appendix 2: PowerPoint Slides—Progression of Flipped Lesson Slide Flipping or Flopping: Lessons Learnt from Flipping … Slide Slide 39 40 M Yeo Slide Slide Flipping or Flopping: Lessons Learnt from Flipping … Slide Slide 41 42 Appendix 3: Example of Questions Based on Online Lecture and Readings M Yeo Flipping or Flopping: Lessons Learnt from Flipping … Appendix 4: Perceptions of a Flipped Classroom Survey Form 43 44 M Yeo References Abello-Contesse, C (2008) Age and the critical period hypothesis ELT Journal, 63(2), 170–172 Becker, H S (1970) Field work evidence Sociological work: Method and substance (pp 39–62) New Brunswick, NJ, USA: Transaction Books Bergmann, J., & Sams, A (2012) Flip your classroom: Reach every student in every class every day Eugene, OR, USA: International Society for Technology in Education Biggs, J (2003) Teaching for quality learning at university New York, NY, USA: Open University Press Biggs, J B., & Tang, C (2011) Teaching for Quality Learning at University: What the Student Does Maidenhead, UK: SRHE & Open University Press Coyle, D., Hood, P., & Marsh, D (2010) CLIL: Content and Language Integrated Learning (1st ed.) 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(2012) in their seminal book, flipping is about taking attention away from the teacher and focusing on the learner Flipping seeks to eliminate large group direct instruction and to meet the individual