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Exploring Learners' Attitudes Towards Technology-Enhanced Flipped Language Instruction

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  • Lina Lee

    (University of New Hampshire, USA)

Abstract

The article reports on a study that explored the affordances and challenges of the flipped classroom model for an advanced language course, involving the implementation of a four-skill integration approach and the use of various digital tools. Eighteen advanced language students participated in the study over the course of one semester. Students carried out a variety of online assignments using self-access learning modules in Canvas to prepare them for in-class activities. Data from post-surveys and focus group interviews along with the student coursework reveal that students had a positive attitude towards the flipped model because it gave them agency over their own learning and engaged them in meaningful interactions with their peers. The study suggests that well-designed tasks are essential, and that instructor scaffolding is needed to guide students in learning course content. The study contributes a new model of flipped instruction that facilitated L2 development in an effective manner.

Suggested Citation

  • Lina Lee, 2021. "Exploring Learners' Attitudes Towards Technology-Enhanced Flipped Language Instruction," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 11(1), pages 81-98, January.
    • Handle: RePEc:igg:jcallt:v:11:y:2021:i:1:p:81-98
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