About this paper

Appears in:
Pages: 5860-5867
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

FLIPPED LEARNING IN A UNIVERSITY EFL COURSE: HELPING STUDENTS IMPROVE THEIR TOEIC SCORES

Y. Ishikawa1, R. Akahane-Yamada2, C. Smith1, Y. Tsubota3, M. Dantsuji3

1Kyoto University of Foreign Studies (JAPAN)
2ATR Intelligent Robotics and Communication Laboratories (JAPAN)
3Academic Center for Computing and Media Studies, Kyoto University (JAPAN)
This paper reports on a project in which researchers in Japan explored new ways to design, implement and sustain learning tasks intended to improve university students’ scores on TOEIC Listening and Reading Tests for non-native speakers of English which measure English language communication skills for international business purposes. The tasks were presented in a blended learning English as a foreign language (EFL) course in which conventional teaching methods and online delivery of course content and instruction were combined. A form of blended learning called flipped learning was used in which students completed the EFL course TOEIC study materials outside of class online and then, received personalized problem-solving guidance from the teacher in class.

Each session had three phases:
1. pre-class online completion of TOEIC course materials;
2. individualized problem-solving instruction in class; and
3. post class online completion of self-assessment and reflection learning tasks.

Outside of class, a www-based courseware, ATR CALL BRIX (http://www.atr-lt.jp/products/brix/index.html), which featured a learning management system, was used. In order to sustain motivation levels needed for successful engagement in the outside-of-class activities, messages were sent by the instructor to the students by means of an online social networking system called LINE. The students’ post-course evaluations indicated that the students were satisfied with the flipped learning approach and they believed that the materials would help them improve their TOEIC scores.
@InProceedings{ISHIKAWA2014FLI,
author = {Ishikawa, Y. and Akahane-Yamada, R. and Smith, C. and Tsubota, Y. and Dantsuji, M.},
title = {FLIPPED LEARNING IN A UNIVERSITY EFL COURSE: HELPING STUDENTS IMPROVE THEIR TOEIC SCORES},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {5860-5867}}
TY - CONF
AU - Y. Ishikawa AU - R. Akahane-Yamada AU - C. Smith AU - Y. Tsubota AU - M. Dantsuji
TI - FLIPPED LEARNING IN A UNIVERSITY EFL COURSE: HELPING STUDENTS IMPROVE THEIR TOEIC SCORES
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 5860
EP - 5867
ER -
Y. Ishikawa, R. Akahane-Yamada, C. Smith, Y. Tsubota, M. Dantsuji (2014) FLIPPED LEARNING IN A UNIVERSITY EFL COURSE: HELPING STUDENTS IMPROVE THEIR TOEIC SCORES, INTED2014 Proceedings, pp. 5860-5867.
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