Open AccessFlipped classroom approach in EFL context: Some associated factors
Author(s) -
Fatih Yavuz,
Selin Özdemir
Publication year - 2019
Publication title -
world journal on educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.199
H-Index - 5
eISSN - 1309-0348
pISSN - 1309-1506
DOI - 10.18844/wjet.v11i4.4296
Subject(s) - flipped classroom , mathematics education , class (philosophy) , context (archaeology) , process (computing) , foreign language , construct (python library) , thematic analysis , teaching method , psychology , foreign language teaching , computer science , pedagogy , sociology , qualitative research , artificial intelligence , geography , social science , programming language , operating system , archaeology
Foreign language teaching is one field that is changing and being updated to meet the needs of learners and recent advances lead to consider new perspectives, directions and approaches. As an example of blended learning, flipped classrooms have gained prominence in recent years owing to the interest in crucial impacts of online and learner-centred learning on foreign language learning process. Traditional teaching process is reversed which means that class time is dedicated to homework and activities whereas learners construct their own knowledge at home. In a flipped class, learners are encouraged to improve their critical thinking skills and evaluate their own learning since teachers take a role as a coach and mentor in this process. On the other hand, in a traditional class, the content of the lesson is delivered by the teachers directly and learners are passive receivers of the knowledge in the classroom.
Keywords: Biotechnology, teaching biotechnology, thematic content analysis, analysis of articles, academic achievement.