Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students' Perception.
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| Title: | Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students' Perception. |
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| Authors: | Uswatun Khasanah1 uswatun@mail.wu.ac.th, Kiki Juli Anggoro1 kiki.an@mail.wu.ac.th |
| Source: | International Journal of Instruction. Jan2022, Vol. 15 Issue 1, p185-196. 12p. 2 Diagrams, 5 Charts. |
| Subject Terms: | *Student attitudes, *Flipped classrooms, *Students, Pronunciation, Stress (Linguistics), Phonetics |
| Abstract: | The accessible Flipped classroom is a two-learning phase model that includes preclass and in-class learning phases accessible using standard information technology. The objectives of this study are to explore the effectiveness and investigate the students' perceptions towards this model to see how the perceptions correlated with the success of the model. This study involved 59 sophomores (98.3% female and 1.7% male) between the ages of 20 to 21 from 2 English presentation classes at Walailak University. A pre-test / post-test were conducted to see the effectiveness, while a survey questionnaire of 22 closed-ended questions and 1 open-ended question was given to them at the end of the term of 12 weeks. The questions were classified into four aspects of perceptions: pre-class learning phase, in-class learning phase, word stress pronunciation, and the overall model. The results confirmed the effectiveness of this model as the average students' posttest score (M: 8.38) was notably higher than their pre-test score (M: 7.47). Students' perceptions of each of four aspects were also positively high. However, as bivariate correlations were performed to examine the relationships between the students' perceptions and post-test results, no significant correlation was found. The study implied that even though the students improved by using the model, they might have needed more time to adapt to a more independent learning culture. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 154447765 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students' Perception. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Uswatun+Khasanah%22">Uswatun Khasanah</searchLink><relatesTo>1</relatesTo><i> uswatun@mail.wu.ac.th</i><br /><searchLink fieldCode="AR" term="%22Kiki+Juli+Anggoro%22">Kiki Juli Anggoro</searchLink><relatesTo>1</relatesTo><i> kiki.an@mail.wu.ac.th</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jan2022, Vol. 15 Issue 1, p185-196. 12p. 2 Diagrams, 5 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+%28Linguistics%29%22">Stress (Linguistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The accessible Flipped classroom is a two-learning phase model that includes preclass and in-class learning phases accessible using standard information technology. The objectives of this study are to explore the effectiveness and investigate the students' perceptions towards this model to see how the perceptions correlated with the success of the model. This study involved 59 sophomores (98.3% female and 1.7% male) between the ages of 20 to 21 from 2 English presentation classes at Walailak University. A pre-test / post-test were conducted to see the effectiveness, while a survey questionnaire of 22 closed-ended questions and 1 open-ended question was given to them at the end of the term of 12 weeks. The questions were classified into four aspects of perceptions: pre-class learning phase, in-class learning phase, word stress pronunciation, and the overall model. The results confirmed the effectiveness of this model as the average students' posttest score (M: 8.38) was notably higher than their pre-test score (M: 7.47). Students' perceptions of each of four aspects were also positively high. However, as bivariate correlations were performed to examine the relationships between the students' perceptions and post-test results, no significant correlation was found. The study implied that even though the students improved by using the model, they might have needed more time to adapt to a more independent learning culture. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=154447765 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2022.15111a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 185 Subjects: – SubjectFull: Student attitudes Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: Students Type: general – SubjectFull: Pronunciation Type: general – SubjectFull: Stress (Linguistics) Type: general – SubjectFull: Phonetics Type: general Titles: – TitleFull: Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students' Perception. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Uswatun Khasanah – PersonEntity: Name: NameFull: Kiki Juli Anggoro IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 15 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
