Literaturnachweis - Detailanzeige
Autor/inn/en | Zou, Di; Luo, Shuqiong; Xie, Haoran; Hwang, Gwo-Jen |
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Titel | A Systematic Review of Research on Flipped Language Classrooms: Theoretical Foundations, Learning Activities, Tools, Research Topics and Findings |
Quelle | In: Computer Assisted Language Learning, 35 (2022) 8, S.1811-1837 (27 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Zou, Di) ORCID (Xie, Haoran) ORCID (Hwang, Gwo-Jen) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0958-8221 |
DOI | 10.1080/09588221.2020.1839502 |
Schlagwörter | Literature Reviews; Educational Research; Flipped Classroom; Second Language Learning; Academic Achievement; Student Motivation; Self Efficacy; Thinking Skills; English (Second Language); Learning Activities; Technology Uses in Education; Instructional Effectiveness Bildungsforschung; Pädagogische Forschung; Flipped classrooms; Flip teaching; Inverted teaching; Zweitsprachenerwerb; Schulleistung; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Denkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg |
Abstract | This paper presents a systematic review of the literature on flipped language classrooms from the perspectives of theoretical foundations, learning activities, tools, research topics and findings based on an analysis of 34 published articles. The results indicate that various research methods (e.g., tests, surveys, and interviews) were applied in the selected studies and different types of e-tools (e.g., video-watching tools, online learning platforms, online discussion tools, and video-making tools) were used in the flipped language classrooms. The findings also reveal that the flipped language classroom not only improved students' academic performance and cultivated their learning motivation but also developed their self-regulation, confidence, and higher-order thinking skills. Other research topics in the reviewed articles included the effects of external and learner factors on the flipped learning approach, students' readiness and technology acceptance, the flipped learning process, students' interactions, and teacher perceptions. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |