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Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?

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Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?

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dc.contributor.author Leis, Adrian es_ES
dc.contributor.author Brown, Kenneth es_ES
dc.date.accessioned 2019-01-25T08:00:30Z
dc.date.available 2019-01-25T08:00:30Z
dc.date.issued 2018-07-31
dc.identifier.uri http://hdl.handle.net/10251/116111
dc.description.abstract [EN] In this paper, the authors discuss the findings of a quasi-experimental study of the flipped learning approach in an EFL environment. The authors investigated the composition-writing proficiency of two groups of Japanese university students (n = 38). The teacher of one of these groups had had much experience teaching with the flipped learning model, whereas the other teacher had had no experience. The first aim of the study was to discover if improvements in writing proficiency could be observed within each group. The results indicated that statistically significant improvements were seen both for students studying under a teacher with experience conducting flipped classrooms, t(16) = 4.80, p < .001, d = 1.27, and a teacher without flipped classroom experience, t(20) = 7.73, p < .001, d = 1.61. The second aim of the study was to investigate whether any differences in improvement between the two groups occurred. The results suggested that students in both groups improved at similar degrees: F(1, 36) = .087, p = .77. These results suggest that regardless of a teacher’s experience with the flipped learning approach, it appears to be a successful way of teaching in EFL environments. The authors conclude that, regardless of the teacher’s experience with the model, the flipped learning approach is an ideal way to increase the amount of individual coaching possible in the classroom, bringing about more efficient learning. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof The EuroCALL Review
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Flipped learning es_ES
dc.subject Writing es_ES
dc.subject Proficiency es_ES
dc.subject University students es_ES
dc.subject Learner agency es_ES
dc.title Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes? es_ES
dc.type Artículo es_ES
dc.date.updated 2019-01-24T13:58:20Z
dc.identifier.doi 10.4995/eurocall.2018.8597
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Leis, A.; Brown, K. (2018). Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?. The EuroCALL Review. 26(1):3-13. https://doi.org/10.4995/eurocall.2018.8597 es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2018.8597 es_ES
dc.description.upvformatpinicio 3 es_ES
dc.description.upvformatpfin 13 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 26
dc.description.issue 1
dc.identifier.eissn 1695-2618
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