Booming the Vocabulary Acquisition by Using Flipped Classroom on EFL Learners’ PPA (Performance, Perception and Acceptance)

Authors

  • Woro Retnaningsih UIN Raden Mas Said Surakarta
  • Arif Nugroho UIN Raden Mas Said Surakarta
  • Dao Thi Hong Van FTP University, Can Tho
  • Nur Hidayah Al Amin UIN Raden Mas Said Surakarta

DOI:

https://doi.org/10.29408/veles.v6i2.6107

Abstract

With the advancement of technology, today’s language teaching and learning are no longer restricted to classroom face-to-face interaction, but it is going beyond a formal classroom. Drawing on this issue, this study sheds some light on the impact of flipped learning instruction on vocabulary acquisition of English learners as a foreign language, their perception of the practices of flipped learning, and their acceptance of the use of the WhatsApp smartphone application to assist the flipped learning activities. An experimental research design was employed by involving 60 EFL learners who were assigned into flipped (N=30) and conventional (N=30) groups. Learners of the flipped group were taught in combined learning activities before the class using WhatsApp and in-class active practices on vocabulary. This study used multiple data collection sources, including pre and post-tests on English vocabulary, a self-report survey, and a Technology Acceptance Model (TAM) questionnaire. The results demonstrated that the EFL learners in the flipped group scored higher in the post-test, and significantly outperformed their counterparts in the conventional group. Moreover, the results of the self-report survey showed that the EFL learners were at a positive perception of the flipped learning environment to study English vocabulary. Furthermore, finding on the TAM questionnaire portrayed that the EFL learners acknowledged WhatsApp as a satisfactory digital platform to assist the activities of English learning through flipped classrooms. This study offers insights for teachers and curriculum developers to begin acknowledging the promising role of digital learning of English beyond the classroom.

References

Abdelrahman, L. A. M., DeWitt, D., Alias, N., & Rahman, M. N. A. (2017). Flipped Learning for ESL Writing in a Sudanese School. Turkish Online Journal of Educational Technology-TOJET, 16(3), 60–70.

Ahmad, S. Z. (2016). The Flipped Classroom Model to Develop Egyptian EFL Students’ Listening Comprehension. English Language Teaching, 9(9), 166–178.

Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course. Journal of Language Teaching and Research, 9(2), 236–242.

Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147–161.

Annan, D. K., Onodipe, D. G., & Stephenson, D. A. (2019). Using Student-Created Content Videos in Flipped Learning to Enhance Student Higher-Order Thinking Skills, Engagement, and Satisfaction. Journal of Education & Social Policy, 6(3), 22–31. https://doi.org/10.30845/jesp.v6n3p4

Arifani, Y. (2019). The application of small WhatsApp groups and the individual flipped instruction model to boost EFL learners’ mastery of collocation. Call-Ej, 20(1), 52–73.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.

Bezzazi, R. (2019). The effect of flipped learning on EFL learners’ public speaking in Taiwan. Journal on English as a Foreign Language, 9(1), 1–19.

Chen Hsieh, J. S., Wu, W.-C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 319–340.

Ellis, R. (2015). The importance of focus on form in communicative language teaching. Eurasian Journal of Applied Linguistics, 1(2), 1–12.

Fatemeh, K., Mahmoud, A., & Roman, K. (2020). Using interactive e-based flipped learning to enhance EFL literature students’critical reading. Science for Education Today, 10(1), 25–42.

Fauzan, A., & Ngabut, M. N. (2018). EFL students’ perception on flipped learning in writing class. Journal on English as a Foreign Language, 8(2), 115–129.

Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners’ appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261–293. https://doi.org/10.1080/09588221.2018.1504083

Hazaymeh, W. A., & Altakhaineh, A. R. M. (2019). The effect of flipped classroom instruction on developing emirati EFL learners’ pragmatic competence. International Journal of Learning, Teaching and Educational Research, 18(10), 89–111. https://doi.org/10.26803/ijlter.18.10.6

Heo, H. J., & Chun, B. A. (2018). Improving the higher order thinking skills using flipped learning: Focused on the in-class activities with problem posing and solving. Asia Life Sciences, SUPPLEMENT(4), 2187–2200.

Irianti, L., Febriani, R. B., & Friatin, L. Y. (2022). Promoting students’ higher order thinking through flipped classroom model in listening comprehension classes. VELES Voices of English Language Education Society, 6(1), 201–214.

Iswati, L., & Triastuti, A. (2021). Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments. Studies in English Language and Education, 8(1), 276–293.

Jansen, R. S., Van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292.

Kang, N. (2015). The comparison between regular and flipped classrooms for EFL Korean adult learners. Multimedia-Assisted Language Learning, 18(3), 41–72.

Khodabandeh, F. (2022). Exploring the viability of augmented reality game-enhanced education in WhatsApp flipped and blended classes versus the face-to-face classes. Education and Information Technologies, 1–30. https://doi.org/10.1007/s10639-022-11190-6

Kim, W. Y. (2018). Effects of flipped learning on the learning of English vocabulary.Korean Journal of English Language and Linguistics, 18(4), 470–485.

Kirmizi, Ö., & Kömeç, F. (2019). The impact of the flipped classroom on receptive and productive vocabulary learning. Journal of Language and Linguistic Studies, 15(2), 437–449.

Lee, G., & Wallace, A. (2018). Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372

Lee, J. S., & Sylvén, L. K. (2021). The role of Informal Digital Learning of English in Korean and Swedish EFL learners’ communication behaviour. British Journal of Educational Technology, 52(3), 1279–1296. https://doi.org/10.1111/bjet.13082

Lee, Y.-H. (2018). Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy. Interactive Learning Environments, 26(5), 569–582.

Lo, C. K., Cheung, K. L., Chan, H. R., & Chau, C. L. E. (2021). Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic. Interactive Learning Environments, 1–19. https://doi.org/10.1080/10494820.2021.1981397

Makruf, I., Putra, H. R., Choiriyah, S., & Nugroho, A. (2021). Flipped Learning and Communicative Competence: An Experimental Study of English Learners. International Journal of Education in Mathematics, Science and Technology, 9(4), 571–584.

Milton, J. (2013). Measuring the contribution of vocabulary knowledge to proficiency in the four skills. C. Bardel, C. Lindqvist, & B. Laufer (Eds.) L, 2, 57–78.

Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic. International Journal of Management and Applied Research, 7(2), 184–195.

Noroozi, A., Rezvani, E., & Ameri-Golestan, A. (2021). Students’perceptions of the incorporation of flipped learning into L2 grammar lessons. Teaching English with Technology, 21(1), 112–130.

Pardosi, A. S., & Ming, L. Y. (2021). Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students. Journal of Educational Management and Instruction (JEMIN), 1(2), 62–70. https://doi.org/10.22515/jemin.v1i2.4301

Pecorari, D., Shaw, P., & Malmström, H. (2019). Developing a new academic vocabulary test. Journal of English for Academic Purposes, 39, 59–71.

Rezaei Fard, Z., Shahrokhi, M., & Talebinejad, M. R. (2021). The effect of flipped classroom on Iranian ESP students’ vocabulary learning, retention and attitude. International Journal of Foreign Language Teaching and Research, 9(35), 115–129.

Safiyeh, H. A., & Farrah, M. (2020). Investigating the effectiveness of flipped learning on enhancing students’ English language skills. English Review: Journal of English Education, 9(1), 193–204.

Suprapti, S., & Nugroho, A. (2021). Flipped Learning Instruction to Enhance University Students’ Higher Order Thinking Skills. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(2), 261–269.

Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 1–12. https://doi.org/10.1080/10494820.2020.1817761

Thamarana, S. (2015). A critical overview of communicative language teaching. International Journal of English Language, Literature and Humanities, 3(5), 90–100.

Zou, D., Huang, Y., & Xie, H. (2021). Digital game-based vocabulary learning: where are we and where are we going? Computer Assisted Language Learning, 34(5–6), 751–777.

Downloads

Additional Files

Published

2022-10-31

Issue

Vol. 6 No. 2 (2022): VELES Voices of English Language Education Society

Section

Articles

License

Authors who publish with the VELES Journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
  2. Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Creative Commons License

VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.