Redefining English Instruction: The Synchronous Online Flipped Learning Approach

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F24%3A43975321" target="_blank" >RIV/49777513:23420/24:43975321 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.peterlang.com/document/1512461" target="_blank" >https://www.peterlang.com/document/1512461</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Redefining English Instruction: The Synchronous Online Flipped Learning Approach

Popis výsledku v původním jazyce

This article examines the efficacy of the flipped classroom model in an online environment, focusing on its impact on academic performance in university- level English language instruction. As a research segment derived from a dissertation thesis on online flipped learning, this study presents the quantitative outcomes, revealing the model’s influence on discrete language skills, specifically listening comprehension. The research evaluates whether students who received instruction via the flipped classroom model showed improved academic performance over those taught through traditional methods. The quantitative analysis of pre- test and post- test data suggests that while the flipped classroom model did not significantly alter overall academic outcomes, it positively affected the listening component of language learning. The findings contribute to understanding how the flipped classroom model, supported by digital technologies, can be tailored to optimize language learning in higher education.

Název v anglickém jazyce

Redefining English Instruction: The Synchronous Online Flipped Learning Approach

Popis výsledku anglicky

This article examines the efficacy of the flipped classroom model in an online environment, focusing on its impact on academic performance in university- level English language instruction. As a research segment derived from a dissertation thesis on online flipped learning, this study presents the quantitative outcomes, revealing the model’s influence on discrete language skills, specifically listening comprehension. The research evaluates whether students who received instruction via the flipped classroom model showed improved academic performance over those taught through traditional methods. The quantitative analysis of pre- test and post- test data suggests that while the flipped classroom model did not significantly alter overall academic outcomes, it positively affected the listening component of language learning. The findings contribute to understanding how the flipped classroom model, supported by digital technologies, can be tailored to optimize language learning in higher education.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Digital Language Learning: New Approaches and Methods

ISBN

978-3-631-91546-2

Počet stran výsledku

16

Strana od-do

223-238

Počet stran knihy

264

Název nakladatele

Peter Lang Group AG

Místo vydání

Berlín

Kód UT WoS kapitoly

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