Keywords
flipped learning
ESP
digital learning tools
Google classroom
How to Cite
Abstract
The paper describes the experience of flipped classroom application in teaching ESP. The study was held at the National Aviation University and involved 46 undergraduate students majoring in “Automation and Computer-Integrated Technologies”. In-class learning was organized according to the university schedule and out-of-class activities were conducted by using Google Classroom and a set of digital learning tools. Our observations during teaching with their further analysis and a designed questionnaire were used to reveal the benefits and drawbacks of the flipped classroom. The analysis of the students’ responses has shown that it allows students to study at their own pace, meet their needs, develop their organizational, communication and time management skills and increase their independence and creativity. The paper specifies three main phases of the flipped classroom and determines what skills are developed at each of them. Remembering and understanding are developed at the first phase and the freed classroom time is devoted to developing the skills of applying and analyzing. The higher-order thinking skills of evaluating and creating can be formed both in the classroom and during the post-class phase. The authors have selected digital learning tools which can be recommended for learning ESP in order to facilitate students’ out-of-class activities. Their use can help to shift the emphasis from the teacher to the student, increase students’ engagement in learning and make the course versatile and appropriate to students’ needs. A student survey was conducted at the end of the academic year, and the analysis of students’ responses revealed that they had a positive attitude to implementing the flipped classroom in teaching ESP. As shown by the results of the study, the use of the flipped classroom for teaching ESP is effective as it saves much in-class time for communicative tasks enhancing the development of higher-order thinking skills, unites in-class and out-of-class learning, controls students’ achievement not only in the classroom but outside it and makes the learning process more engaging.
References
Ye. Isakova, K. Zubenko, N. Paziura, V. Olekhnovych, V. Ostashchuk, “A Computer Oriented Model of Blended Learning of the English Language”, Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, no. 3, pp. 122-130, 2020, doi: 10.33271/nvngu/2020-3/122 (in English).
C. Scott, ‘The futures of learning 2: What kind of learning for the 21st century?’, UNESCO Education, research and foresight: working papers, no. 14, pp. 1-14, 2015. (in English).
C. Howitt and M. Pegrum, “Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign”, Australasian Journal of Educational Technology, vol. 31, no. 4, pp. 458-469, 2015. (in English).
C. Herreid and N. Schiller, “Case Studies and the Flipped Classroom”, Journal of College Science Teaching, vol. 42, no. 5, pp. 62-66, 2013. (in English).
J. Bergmann and A. Sams, Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington, DC: ISTE, 2012. (in English).
B. O’Bannon, J. Lubke, J. Beard, and V. Britt, “Using Podcasts to Replace Lecture: Effects on Student Achievement”, Computers & Education, vol. 57, no. 3, pp. 1885-1892, 2011. Available: https://www.learntechlib.org/p/50784/. (in English).
R. W. Jaster, “Student and Instructor Perceptions of a Flipped College Algebra Classroom”, International Journal of Teaching and Learning in Higher Education, vol. 29, no. 1, pp. 1-16, 2017. (in English).
J. W. Baker, “The “Classroom Flip”: Using Web course Management Tools to Become the Guide by the Side”, in Selected papers from the 11th International Conference on College Teaching and Learning, J.A. Chambers, Ed. 2000, pp. 9-17. (in English).
C. Brame, “Flipping the Classroom”, Vanderbilt University Center for Teaching. Available: https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/. (in English).
D. Berrett, “How ‘Flipping’ the Classroom can Improve the Traditional Lecture”, The Chronicle of Higher Education, Feb. 19, 2012. Available: https://eric.ed.gov/?id=EJ987290. (in English).
B. Tucker, “The Flipped Classroom”, Education Next, vol. 12, no. 1, pp. 82-83, 2012. Available: http://educationnext.org/the-flipped-classroom/ (in English).
O. Kuzminska, “Flipped Learning: Practical Aspects”, Information Technologies in Education, no. 1 (26), pp. 86-98, 2016. (in Ukrainian).
I. Piankovska, “Using Flipped Learning Technology in Teaching Lexical Management”, Scientific Proceedings of the National University of Ostroh Academy. Philology Series, no. 60, pp. 52-56, 2016. (in Ukrainian).
N. Prykhodkina, “Use of Flipped Learning in Professional Activity of Higher School Teachers”, Scientific Bulletin of Uzhhorod National University. Pedagogy. Social Work, no. 30, pp. 141-144, 2014. (in Ukrainian).
I. Stoliarenko, “Features of Organization of Blended Learning in Preparation of Future Teachers of Informatics”, Information Technologies in Education, no. 24, pp. 138-147, 2015. (in Ukrainian).
L. Anderson, D. Krathwohl, et al. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston, MA: Pearson Education Group, 2001. (in English).
O. Bondarenko, S. Mantulenko, A. Pikilniak, “Google Classroom as a Tool of Support of Blended Learning for Geography Students”, Pedagogy of Secondary and Higher Schools, no. 51, pp. 235-246, 2018, doi: 10.31812/pedag.v51i0.3671. (in English).
E. Akilli, L. Konoplianyk and Yu. Pryshupa, “ICT in Teaching ESP to Future Civil Engineers at Technical University”, Advanced Education, no. 11, pp. 93-99, 2019, doi: 10.20535/2410-8286.148507. (in English).
L. Abeysekera and P. Dawson, “Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research”, Higher Education Research and Development, vol. 34, issue 1, 2015, pp. 1-14, doi: 10.1080/07294360.2014.934336. (in English).
Authors who publish in this journal agree to the following terms:
- Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
- The copyright commencement date complies the publication date of the issue, where the article is included in.
Content Licensing
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
Deposit Policy
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
- Archiving the pre-print (pre-refereeing manuscript version) not allowed.