Abstract:

Flipped Classroom (FC) has evolved rapidly as an alternative for traditional classroom instruction in higher education. The available research evidence underpins its efficacy and efficiency when considering clear design guidelines. But in some academic disciplines its application is lagging. One key area is language teaching in general and the teaching of English as a Foreign Language (EFL) in particular. Nevertheless, EFL might offer unique opportunities for implementing FC due to its reliance on active involvement, a high level of individual and social processing of learning content. This explains the focus of the present study. In total, 87 undergraduate students of three different EFL classes of one university in China (Anshan Normal University) were randomly assigned to either a control condition based on a tradition lecturer-driven classroom or an experimental FC set up. Key dependent variable was changed in students’ English Language self-efficacy (ELSE). The study was set up during an eight-week period. Students of two classes in the control group (N 61) and one class (N 26) in the experimental group filled out pre-, mid- and post-tests. Repeated measures ANOVA results show a significant change in ELSE over time in all conditions and general between group differences. Between group differences over time reveal a significant higher impact on ELSE in the flipped classroom condition. The analysis results show a significant larger increase at the mid-test, resulting in a still significant higher level of SE at the end of the study.

Keywords:

Flipped classroom, EFL, self-efficacy, efficacy.