以台灣小學生為例比較翻轉教室與傳統教學教室學生的學習態度及成效

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(1)國立屏東大學英語學系碩士班碩士論文指導教授：林青穎博士. 以台灣小學生為例比較翻轉教室與傳統教學教室學生的學習態度及成效. The Differences Between Teacher-centered Teaching and Flipped Classroom Teaching on Taiwanese Elementary Students’ Attitude and Learning Outcomes. 研究生：吳巑珉撰中華民國一○九年七月.

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(4) ACKNOWLEDGEMENTS I am very grateful to many people who have assisted for this thesis. Without their assistance, my thesis would have never been finished. First, I would like to express my deepest appreciation to my advisor, Dr. Ching-Yin Lin, for her patient instruction, detailed suggestions, and attention assisting. Without her guides and instruction, it would be a hard work for me to accomplish this thesis. Second, I would like to express my sincere appreciation to my committee members, Dr. YiChun Pan and Prof. Yen-Yen Chen, for their clear and detailed expression and suggestions, I can make my thesis completer and more professional. Moreover, many thanks to National Pingtung University and the Department of English for providing professional and wroth-learning courses. Furthermore, I would also appreciate the help of the department assistant, for all her kind remind and assist for the paper work. At last, I would like to express my appreciation to my family and my colleagues for all they have done for me. Without the encouragement and accompany from my family, it is impossible to finish the thesis successfully and smoothly. Besides, without the help of the mangers such as Joyce Kuo, Jean Wu and Tom Lin in my bushiban, I cannot release some of the working pressure and I will not have enough time to finish my thesis. Therefore, appreciate for all their help to me and assist me to successfully achieve this brand-new milestone in my academic career.. I.

(5) 摘要本研究旨在論述翻轉教室中的英語教學模式對 EFL 學生的聽力訓練，單字辨識記憶，閱讀理解和組織性的學習內容反應。文章中探討了五個面向－－「翻轉教室對學生的英語能力上的影響」、「學生在翻轉教學中的學習態度、學習動機、自我學習態度、努力程度的分析」、「學生在翻轉教室中對主題內容的組織性理解狀況」、「學生對翻轉教學的態度及訪談分析」、「教學者對翻轉教學課前、課中及課後的觀點及建議」。本文研究對象為４０位國小三年級學生，依班級做分組參與翻轉教室與傳統教學方式課堂；教材上也選擇與生活知識較相關的主題。研究結果指出：學生在整體英語能力上接受翻轉教室的學生得到統計上的顯著差別，尤其在單字理解與記憶的部分，因此學生在翻轉教室中的正向學習態度是可被預期的。此外，從學習動機問卷及訪談中發現，除了接受翻轉教室的學生在自我肯定及自我要求上達到最高的平均成績，代表著翻轉教室培養學生獨立自主學習發掘問題的能力之外，接受翻轉教學的學生得到了更多的口語練習及運用語言的機會及能和同學間互相分享學習，此外在討論對教材的組織理解上，藉由質化分析發現接受翻轉教學的學生在內容組織豐富度，拼字正確度與接受傳統教師導向教學方式的學生有相當顯著的差別。綜上所述，筆者總結：翻轉教室在小學英語教室中，針對學生的學習態度及英語能力的培養及內容的豐富度上，相較於傳統教室來得優異。同時，針對本研究，針對不足限制之處及未來發展建議做討論。關鍵詞: 翻轉教室、數位化教學題材、學習態度、學習表現。. II.

(6) ABSTRACT The purpose of this study was to examine the differences between flipped classroom teaching and traditional teacher-centered-teaching on listening skills, vocabulary recognition, reading comprehension and their performance related to the content. Five specific perspectives were discussed: (a) the influence for flipped classroom teaching on students’ English proficiency; (b) students’ learning attitude, learning motivation, learning self-efficacy and effort level toward flipped classroom teaching compared with traditional teacher-centered teaching; (c) Students’ academic performance on the understanding about the content; (d) Students’ attitude through flipped classroom applying questionnaires and interview; (e) The teacher’s perception and suggestion before, during and after class. The participant for this study was 40 elementary students, and they were studying in their third grade, on the other hand, the teaching materials were chosen related in daily basis. The result of the study showed that students who accepted flipped classroom teaching performed much better than students in traditional teacher-centered teaching, and the analysis data showed significant differences, especially on vocabulary recognition part, relying on the better academic performance, their learning motivation could be expected higher. Nonetheless, discovering from the questionnaire and individual interview, students got the highest mean score on self-efficacy, that means flipped classroom teaching provided students the opportunities learning independently, and they learned the problem-solving skills, besides, students mentioned that they got more chances communicating and discussing with III.

(7) their friends and classmates through the in-class activities, and they also learned with each in the process of the group discussion. Eventually, the findings from the open-ended questions using qualitative analysis, students in flipped classroom presented more well-organized, correct spelling sentences. To sum up, flipped classroom in elementary school classrooms could lead to better academic performance on students’ learning attitude and providing more well-organized information for students to absorb. At the end, the limitation of the study and suggestions for future study were discussed.. Keyword: Flipped Classroom, Multimedia Teaching Materials, Learning Attitude, Academic Performance.. IV.

(8) TABLE of CONTENTS ACKNOWLEDGEMENTS ..................................................................................................................I ABSTRACT (CHINESE) ................................................................................................................... II ABSTRACT ....................................................................................................................................... III TABLE of CONTENTS ...................................................................................................................... V LIST of TABLES ............................................................................................................................ VIII FIGURES ............................................................................................................................................ X CHAPTER 1: INTRODUCTION ........................................................................................................ 1 Test-oriented Examination ........................................................................................................... 4 Statement of the Problem ............................................................................................................. 5 Purpose of the Study .................................................................................................................... 6 Significant of the Study ............................................................................................................... 7 Research Questions ...................................................................................................................... 8 Definition ..................................................................................................................................... 8 CHAPTER 2: LITERATURE REVIEW ........................................................................................... 10 Interpersonal and Cooperative Learning .................................................................................... 10 Blended Learning through Multimedia Materials ...................................................................... 12 Functions of Flipped Classroom ................................................................................................ 15 Benefits of the Flipped Classroom ............................................................................................. 16 V.

(9) The Role of Teacher as the Instructor ........................................................................................ 18 Finding Suitable Learning Materials.......................................................................................... 20 Challenges and Misconceptions ................................................................................................. 21 CHAPTER 3: METHODOLOGY ..................................................................................................... 23 Research Design......................................................................................................................... 23 Subjects ...................................................................................................................................... 23 Instruments ................................................................................................................................. 25 Procedures .................................................................................................................................. 28 Data Analysis ............................................................................................................................. 37 CHAPTER 4: Result .......................................................................................................................... 38 Research Question 1................................................................................................................... 38 Research Question 2................................................................................................................... 44 Research Question 3................................................................................................................... 46 Research Question 4................................................................................................................... 58 Research Question 5................................................................................................................... 65 CHAPTER 5: CONCLUSION........................................................................................................... 67 Summary .................................................................................................................................... 67 Pedagogical Implications ........................................................................................................... 73 Limitations of the study ............................................................................................................. 75 VI.

(10) REFERENCES................................................................................................................................... 78 APPENDICES………………………………………………………………………………………83 Appendix A Pre-Test for The Food Pyramid and Earthquake.................................................... 83 Appendix B Posttest for The Food Pyramid and Earthquake .................................................... 86 Appendix C Video Preview worksheet ...................................................................................... 89 Appendix D Discussion worksheet-1......................................................................................... 90 Appendix E Discussion worksheet-2 ......................................................................................... 91 Appendix F Discussion worksheet-3 ......................................................................................... 92 Appendix G Worksheet for earthquake and natural disaster ...................................................... 93 Appendix H Learning motivation questionnaire ........................................................................ 94 Appendix I Questionnaire about flipped classroom learning satisfaction ................................. 95 Appendix J Interview worksheet ............................................................................................... 96 . VII.

(11) LIST of TABLES Table 1 The Two Systems That Serve Memory ................................................................................. 14 Table 2 Both Learners and Instructor’s perspective for FC ............................................................... 19 Table 3 A Comparison of a Typical Instruction for EG and CG ........................................................ 32 Table 4 Numbers of Questions and Categories about Questionnaire A ............................................. 34 Table5 The Collection Time of the Data ............................................................................................ 36 Table 6 Both group performance on Pretest....................................................................................... 39 Table 7 Both group performance on Posttest ..................................................................................... 39 Table 8 The Assumption of Homogeneity of Regression Lines ........................................................ 40 Table 9 Both Groups’ Learning Outcomes......................................................................................... 40 Table 10 Students’ Learning Performance for EG on Each Section of the Pretest ............................ 42 Table 11 Students’ Learning Performance for CG on Each Section of the Pretest ............................ 42 Table 12 Students’ Learning Performance for EG on Each Section of the Posttest………………..42 Table 13 Students’ Learning Performance for EG on Each Section of the Posttest………………..42 Table 14 Both Groups’ Leaning Outcomes for Part 1 of the Test ...................................................... 43 Table 15 Both Groups’ Leaning Outcomes for Part 2 of the Test ...................................................... 43 Table 16 Both Groups’ Leaning Outcomes for Part 3 of the Test ...................................................... 43 Table 17 Both Groups’ Leaning Outcomes for Pat 4 of the Test ....................................................... 43 Table 18 Both Groups’ Leaning Outcomes for Part 5 of the Test .................................................... 43 . VIII.

(12) Table 19 The Comparison about Students’ Learning Attitude toward EG and CG on Learning Motivation Questionnaire ................................................................................................................ 45 Table 20 Students’ Learning Attitude toward EG and CG on Learning Motivation Questionnaire .. 45 Table21 Students’ Answers for Open-ended Questions for EG on both Pretest and Posttest ............ 52 Table22 Students’ Answers for Open-ended Questions for CG on both Pretest and Posttest............ 56 Table 23 Students’ Learning Attitude toward FCT ............................................................................ 61 Table24 Students’ Opinion and Learning Experience during the Interview for EG ........................ 62 . IX.

(13) FIGURES Fig1.. The Outline of the Research Design .................................................................................. 30. X.

(14) CHAPTER 1 INTRODUCTION Nowadays, English is still a foreign language in Taiwan, not even a second language, much less than an official language (Wang, 2000). That means, in Taiwan, the educational system treats English as a subject not a language, and it is like math or geography. However, the best way to learn and be familiar with this language is creating the positive and flexible learning environment. Therefore, in EFL classrooms, many teachers attempt using different strategies to increase engagement of their learners (Bergmann & Sams, 2012). For example, the flipped classroom teaching modal (FCTM) is one of the teaching methods which can change a traditional classroom from teacher-centered to student-centered (Bergmann & Sams, 2012). In student-centered classrooms, students will absorb the knowledge by not discussing with peers but learning from different sources. Besides, students will gain more knowledge and be able to connect the content with their background knowledge. Students do not pass to the next unit until they have understood and got familiar with the current one (Bergmann & Sams, 2012). In a typical flipped classroom (FC), students will learn through short videos which was provided by teachers, and spend their time in class efficiently learning and applying meaningful activities of the material learned prior to class. Besides, according to Fischer (2012), learning nowadays can no longer divided to specific occasion or time to learn, instead, applying the knowledge that both educators and learners acquired will be lifelong learning as the future 1.

(15) tendency. Therefore, the promotion of blended- learning such as integrate the information and communication technologies (ICTs) into the classroom become more popular. Blended learning through Multimedia In this research, according to Trucano (2005), the use of blended-learning can transform the classroom from teacher-centered to student-centered. In this way., the learning potential related to language acquisition can make lots of possibilities and opportunities for students to learn everywhere and at any time. Besides, multimedia learning materials will be applied into the blended-learning process to lead learners a more abundant and flexible learning environment, and even provide learners more learning potentials. Then, it comes to the question that what multimedia is? Multimedia contains six components, they are: text, animation, still images, audio, video, and interactive platforms. Nowadays in the modern society, the way that students and teachers can get knowledge become more various. Instead of the original way: learning and drilling from books or dictionaries; internet and multimedia gradually become more efficient and easy ways to learn English and memorize vocabularies well. Besides, at present the use of internet and multimedia sources such as films, TV channels has been existed for a long period of time. Furthermore, these sources have proved usefully in replacing the traditional English learning and teaching. It means that the teaching area has encountered new changing methods and teachers now have the opportunities and responsibilities to cooperate with the remarkable technology which can make teaching contents 2.

(16) more abundant and organized. Such as Gilakjani (2012) sites that advantages of multimedia design compared to using a single medium might result from the ability to choose among media to present well-structured information. Therefore, students can learn more complete and systematic knowledge based on the multimedia sources compared to learn unrelated and dependent information based on the traditional learning method. In this research, multimedia learning materials will be implemented, and the video clips will the main ingredient for applying in the blended-learning. The key elements of blended-learning is the latest teaching method and technology called “flipped classroom” which was developed by the educators in America (Bergmann & Sam, 2012) The introduction about Flipped Classroom (FC) While discussing about flipped classroom, it comes to the founder of the Flipped Classroom Model-Baker, W.J. who presented the term at an international education conference. In this research, he mentioned that the model would provide a brand-new opportunity for teachers presenting lecture materials, but also opening a new learning environment that learners will learn in a cooperative classroom which shifted the method of transforming information according to different teaching and learning strategies. Furthermore, Baker (2000) also set the ambition for the model, such as teacher must find some ways to transform the teaching style from sage to guide, besides, learners will be capable of learning from peers and have the sense of responsibility for their learning. Besides, according to the Flipped Learning Network (Network, 2014), the acknowledged pioneers are two biology teachers, Jonathan Bergmann, and Aaron Sams. They prove that the 3.

(17) flipped classroom enhances students’ learning performance and facilitate positive and interactive learning atmosphere. Comparing to another country locating FC in their teaching system. In Sweden, FC has become increasingly popular among educators because FC can promote language acquisition and this is evident in the plethora of online sources available on the internet and there are more than 14,000 members in the flipped classroom community “Flippat klassrum” on Facebook. The situation for this breakthrough in Sweden is that educators feel that the FC enhances students’ active learning attitude and raise the class quality. There is much more time for students and teachers to engage in activities such as interaction and collaborative learning. As for all the advantages related to FC, the reason why the learning style cannot be changed in Taiwan is because of the test-oriented examination. Test-oriented examination In the students’ carrier in Taiwan, their English ability is constructed by various examinations. For example, students will accept nine years of compulsory education, then students will face the high school entrance exam in order to get permitted by high schools. After graduation, students need to conquer the college entrance examination. Not to mention that it is necessary for learners to write more test sheets to make them get familiar with the content. Besides, since English is a tested subject in the teaching system in Taiwan, students will have the examination twice or three times each semester. All these tests and examinations mainly focus on reading comprehension, grammar 4.

(18) rules, and even Chinese-English translation (Huang,2016). That means understanding the grammatical rules plays an important role not in-school tests but national entrance exam. Nevertheless, learning a language is not merely about testing and cultivating the reading and writing skills. For test-oriented teaching environment, most teachers will mainly focus on what is required from the tests, and most importantly, the scores of the tests will be the focus of judging your language ability for both educators and learners (Huang,2016).. Statement of the Problem As noted above, the test-oriented learning environment for EFL learners will be problematic, the lack of oral part, gaining knowledge, interactive skills of learning a language will be the consequences of these problems. First, test-oriented learning environment makes educators teach and guide students’ English learning through paper-based test sheet such as reading comprehension test, grammar and English -Chinese translation task instead of evaluating students’ overall English ability (Huang, 2016). Second, the class time is limited then students are not able to apply CLT activities, instead, students spend more time on grammar instruction for tests. Besides, since Taiwan is in the expanding circle of this international language-English, students can only apply their English skills in schools or some related occasions. It is concluded that applying FC approach may be beneficial to either educators or learners in Taiwan. For educators, they can prepare the lesson via recording videos or seeking for other videos on social media related to the teaching content, it allows more abundant teaching materials and 5.

(19) flexible time management (Reyna, 2015). For learners, they can not only enhance their individual learning experience by the videos to get involved in the class discussion to practice their listening and speaking skills (Missildine, Fountain, Summers, & Gosselin, 2013).. Purpose of the study As noted above, the researcher would like to observe the differences about learning achievement and learning attitude between teacher-oriented instruction(TOI) and FC using quantitative and qualitative survey to either attempting to understand how students in Taiwan learn a foreign language applying these two different teaching methods or trying to realize students’ learning attitude and experience toward them. Therefore, in the process of the research, research will first investigate and learn about different FC theories and models, and how do they implement in the FC classrooms worldwide. Besides, the researcher has fully understanding about the culture of the learning environment, therefore, adjusting the FC model according to the culture differences from different countries. After that, the researcher would like to investigate about how much and how deep students will learn between these two teaching methods, as a result, the pre-test and post-test will contain some open-ended questions. After the experimental courses, a brief interview sheet will be conducted to observe about students’ learning attitude and learning experience. In addition, this research is not leading to test-oriented way, therefore, this paper is also can be considered as the FC for learning English in not only knowledge area but also English basic skills. The aim of this research is to 6.

(20) investigate students’ learning on achievement and experience aspects correlated to TOI and FC. The present study was designed to address the following research questions.. Significant of the Study Most of the researches about flipped classroom teaching method were applied in junior high schools or in higher educational level, and the focus was mainly about vocabulary acquisition, the understanding about grammar concept. Therefore, in this study, the researcher would attempt to investigate not only the vocabulary acquisition only, the learning attitude, learning motivation, and learners’ academic performance would also be analyzed. Besides, the subject of the research was the learners who study in elementary schools, that means learners would not have high English proficiency, therefore, in this study, the progress of students’ ability would be obvious, besides, another important factor about flipped classroom teaching method was about well-organized information through multimedia resources. The content-based research design would be another focus which couldn’t be seen in some studies. Then, the qualitative analysis and interview would make this research convey more influence and effect about elementary students’ learning motivation and whether the information was well-organized after the treatment which could be shown from the open-ended questions comparing with pretest and posttest.. 7.

(21) Research Questions 1. What learning outcome differences exist in student academic performance in teacher-oriented classroom, as compared to students in flipped classroom as measured by the end of course post-test? 2. What learning motivation outcome performed in both teacher-oriented classroom and students in a flipped classroom as measured by the learning motivation questionnaire? 3. Do EFL students learning by using flipped classroom model achieve better content understanding than those learning in a teacher-centered classroom? 4. What were the students’ perceived benefits and challenges of learning English in the flipped classroom? 5. What are teachers’ perceptions and experiences with flipping the classroom before, during, and after a flipped course?. Definition In the terms of definitions, some notions will be expressed which applied in this research. Teacher-Oriented Instruction The teaching method that occurs when the instructional model asks students to focused on the teacher most of the class time (Concordia, 2012). Students absorb knowledge from listening to lectures. (Concordia, 2012). Flipped Learning An instructive learning style where the individual learning environment transformed into a 8.

(22) shared group-learning environment, which creates an academically engaged learning environment for students to practically applying for language use purpose (Estes, Ingram, & Liu, 2014). Instructive method also applies a flexible culture of learning and intentional content (Estes et al., 2014). Flipped or Inverted Classroom Which utilize instructional teaching methodology where students’ finish specific projects, tasks, and activities during class time and view lecture material outside of class-time, reversing from a traditional classroom environment (Talbert, 2012). Cooperative Learning Teaching method where students gather in groups to solve problems, explore, and create the learning content, or even other academic tasks, teachers will the character who facilitate the learning environment (Felder & Brent, 2007). During class, students can develop not their teamwork skills, but their own learning style as well (Felder et al., 2007). Multimedia Learning Applying videos clips, images, animation in the classroom which can satisfies both visual and auditory senses of the students, then it can lead students gain knowledge efficiently and connect with their background knowledge (Shyamlee & Phil, 2012).. 9.

(23) CHAPTER 2 LITERATURE REVIEW In this study, blended learning via multimedia resources and flipped classroom teaching method would be the focus to EFL learners in elementary school to probe their effectiveness. There are seven aspects discussed in this chapter. First, the advantages about cooperative learning and the way how leaners learn with each other was analyzed. Second, we discuss about the multimedia resources through blended learning and how can it be beneficial to leaners, and the theory related to how we absorb and memorize knowledge was mentioned. Third, we start mention about the function of FC and how can they affect the learning process of learners. Fourth, multiple study has shown the positive result and provides some evidence how FC help learners achieve and raise their learning motivation and expand their learning content. Fifth, it comes to the role of teachers and how can they guide instead of sage learners absorb knowledge. Sixth, we continue discuss about after teachers recognize their role, what is the suitable materials for FC. Then, the last part, we discuss about some researches that think FC is not that useful and positive due to the result of their study, and how can we absorb their experience and attempt to create a more successful FC model.. Interpersonal and Cooperative Learning The research about cooperative learning has lots of positive outcomes. Comparing students learning in either individual or competitive environments, they exhibited better social skills and experience. Besides, they perform higher self-esteem, that leads to more positive learning attitudes 10.

(24) and abundant learning experience related to the target area (Johnson, D. W.; Johnson, R. T.; Smith, 1998). After several research using survey data to analyze students’ learning attitudes toward cooperative learning activities in chemistry class, the students viewed the group tasks as a positive force in their learning experience, besides, they also thought that it was an attempt to attend and experience as they were in a community during the learning process (Felder & Brent, 2007; Towns, 2000; Fields, 2000). Besides, to accomplish the effect about cooperative learning, there are several elements as followed: first, learners should have positive interdependence to finish individual study in advance then all the team members can learn and discuss the information together. Second, learners should realize the appropriate use of collaborative skills such as practice about trust-building, communication, discussion making, and dealing with conflicts. Last, the group processing is very important. There are specific goals that learners need to achieve together, besides, learners will cultivate the capability brainstorming together to finish the task more efficiently. As the description that mentioned above, we realize that the ability that students will communicate with peer well can be beneficial to learners and it is also the key element to make the cooperative learning successful, as Felder et al. (2007) mentioned that interpersonal learning is the ability that learners need to learn and use in their cooperative learning classroom. Interpersonal learning includes students who interact with each other and the educator (Gardner, 2011; Kagan, S., & Kagan, M., 2014). Kagan, S., & Kagan, M. (2014) also mentioned 11.

(25) that interpersonal intelligence focuses on the relationships between the students and the teachers about interacting with each other. Gardner (2011) supplemented this theory by explaining and expressing interactive relationships in the classroom to several forms, such as group discussion, teamwork, role-play, and competing. Besides, Evseeva and Solozhenko (2015) and Chapman (2014) both defined interpersonal learning as the perceptive and empathetic that learners understanding how to relate to another person through emotions and feelings. Such as teachers, therapists, human resource professionals, counselors, doctors, and clergy leaders are some occupations that need to use interpersonal intelligence in their jobs (Chapman, 2014). According to Chapman (2014), the learners who know interpersonal well can perform well on these aspects such as communicate with others, doing cooperative activities, having teamwork and human contact, and interpreting human behavior.. Blended Learning through Multimedia Materials Williams, Bland, and Christie (2008) define blended learning (BL) as a merge of traditional teacher-centered teaching (TCT) and distributed learning (DL), the pattern which means “an instructional model that educators, students can share the content in different locations." (p. 43). The primary focus of DL is that the learning environment is designed to corresponded to different learning needs for students in different levels. This pedagogical model enables students learning in an interactive and collaborative environment, and most importantly, learners can learn at their own pace and the time is flexible (Graham, 2006; Saltzberg & Polyson, 1995). Also, Yen and Lee (2011) 12.

(26) claim that "BL in pedagogical thinking, combining the best parts of both online and face-to-face education, and it is potentially as the predominant teaching strategy in the future" (p. 138). In Yen and Lee’s research, they observed that the primary benefit of using BL is about course flexibility. Students with varied learning styles can learn with this pedagogical model without the requirement of traditional course, and pacing preferences. Besides, according to Osguthorpe and Graham (2003), they mentioned the six major reasons that both educators and learners would attempt to apply BL in their courses. There are six reasons why people apply BL system in their classroom: (1) pedagogical richness, (2) access to knowledge, (3) social used by IBM where learners go through three phases (Phase 1) online self-paced learning to acquire background information, (Phase 2) face to face learning lab focused on active learning and application experiences instead of lecture, and (Phase 3) online learning and support for transferring the learning to the workplace environment. However, Honestly, there are a great number of BL model in the teaching system all over the world, with lots of BL models in existence, which would the most efficient or appropriate for both educators and learners in their country? According to Moskal, Dziuba, & Hartman (2013), they claim that the answer is surprising there is no singular or specific best model, and most institutions can achieve success with nearly any of them. There is no “one size fits all” approach that is useful for all the students with different learning styles, background, and levels, therefore, to achieve this ambition, all we need is continuous effort. Therefore, in this research, the pedagogic model of BL is using multimedia materials which provided by the researcher. With the multimedia materials, learners can learn through their pace, and have the flexibility to learn wherever and whenever they 13.

(27) prefer. Then, it comes to the point that how can multimedia be beneficial to learners? About the origin of multimedia, Omaggio (1979) conducted the first study for the influence on pictures related to reading comprehension with college freshmen who study in French. She found that pictures made a significantly improving on reading comprehension. Besides, Sydorenko (2010) cited that “Input in various modalities is now being used in language teaching because multiple modalities are believed to improve language acquisition.” This perception is supported by Paivio’s (2007) Dual Coding Theory (DCT), In, DCT it was revealed that language acts and imaging are two classes of implicit behavior. The main idea of DCT is that humans have the potential to code encountered, in these two dependent systems linguistic (“verbal”) and nonverbal (images) systems. The most important assumption is that the two independent systems have the connections that can lead to better memory capabilities. Paivio and Begg (1981) also assumed that the two systems have connections to the sensory modality that was explained in Table 1 For instance, using video clips is an appropriate example combines linguistic and images systems together and it can make students absorb knowledge easier. Table 1 The Two Systems That Serve Memory Quoted from Pavio & Begg (1981, p. 68) Sensory Modality Symbolic Systems Verbal Nonverbal Visual Printed words Picture or objects Auditory Speech sounds Environmental sounds Tactual Braille Feelable objects Kinesthetic Motor feedback from writing Motor feedback from haptic exploration of objects 14.

(28) Functions of Flipped Classroom The function of FC classroom will assist students learning with the goal to complete the task or some discussion work. Besides, according to Roehl, Reddy & Shannon (2013), the use of CAI will be one kind of important tools for learners to absorb and learn the teaching content prior to class. It is a prove that technology can be beneficial to FC classroom, besides, there are several researches also mentioned that technology can be applied in part of the teaching procedure, the function of technology can provide the teaching materials before class, then students can learn with flexibility and fully-understanding, after that students will attend face-to-face classes , at that time they have already had some theoretical knowledge and background related to the lessons. It makes the interaction in FC classroom more efficient and fruitful because learners will have much more confidence on asking questions or even discussing the issues in deeper aspects with the teacher and classmates. In this way, students will gradually become more involved in the group activities in class, instead of learning from only teacher’s instruction and taking notes of only the explanations of theoretical material without further thinking (Evseeva & Solozhenko, 2015; Shyamlee & Phil, 2012; Talbert, 2014). After discussing the function of FC in technology use, there is one primary theory for learners going through FC process that was called “The Flipped Learning Network” (TFLN). It mentioned that FC learning can lead learners to learn not only in group cooperation and discussion but also absorb knowledge individually with time and space flexibility. According to Estes et al. (2014), The 15.

(29) Flipped Learning Network (2014) defines flipped learning as learners learning process from the group-learning aspects to individual-learning aspects (p. 1). In TFLN, learners would have much opportunities and time learning and realizing the basic concept of the materials or even brainstorming for constructing deeper knowledge prior to class, then in the FC classroom, while learners discussing together to deal with the task or challenges which were provided by the instructor or even thinking about the real world connections and applications— learners will be able to obtain deeper understanding or learning experience of the subject”. Furthermore, during class time, the educator guides students the way how to merge the concepts from each other and engage creativity in related to subject matter” (Flipped Learning Network, 2014, p.1). By helping students achieving TFLN in both group and individual aspects in meaningful ways using modern technologies, there will be the possibilities learners will increase the quality of the learning experience.. Benefits of the Flipped Classroom The FC is defined as a pedagogical model that lecture and homework elements of the course are reversed (Bergmann & Sams, 2012). Besides, In the book “Flip Your Classroom: Reach Every Student in Every Class Every Day” The author Bergmann and Sam compared the amount of time which spent on learning activities between traditional classroom and FC. It showed that FC, learners spent much more time on practical activities, discussion, and group task instead of merely studying the theoretical material (75 minutes versus 35 minutes) (Evseeva & Solozhenko, 2015). 16.

(30) Due to the fact that when learners expose to FC frequently, the peer-to-peer task will lead learners acquire new information with each other, besides, during sharing and exchanging the knowledge, learners will improve their cognition of the subject and gain more information (Bransford, Brown, & Cocking, 2000). Moreover, FC is beneficial to not only learners but also teachers. According to Muldrow (2013), she claimed that FC is a new approach to language instruction to both educators and learners. Moreover, she also mentioned that during applying technology into FC and transforming from the traditional to FC will need great adaptations to both the teacher and students. The reason why the adaptions are required to both students and the instructor main is that instructors mist provide the related material through technology before class, then the evaluation for the material will be the primary challenge because it must be related to the teaching content, and has the room for expanding. After instructors provide the material, learners will have the flexibility to study and absorb the information before entering the classroom. The challenge for leaners is that the individual explores and group discussion both play important roles in FC (Estes et al., 2014; The Flipped Learning Network, 2014). That means FC also require individual inquiry, collaborative effort, social interaction, reflection, and independent learning skills (Bergmann & Sams, 2012). From learners’ aspect, English as the additional language, they would not only learn with deeper, more flexible, and interactive way, they also gain the social skills such as cooperate and discuss with others, interact with peers, and the method how to express their ideas precisely and 17.

(31) clearly. From the instructor’s perspective, FC can provide great opportunities to provide additional knowledge, solve misconceptions from learners and use more efficient teaching method in the classroom to clarify concepts and lead students make good use of the knowledge they learned. This can increase learner-instructor interaction and lead to more effective learning (Reyna, 2015). There is also another prove from Han (2015), he found that when leaners learn in FC, more time being spent on technology-related activities helped improve student speaking fluency, pronunciation, and confidence as well as achieving all major skills. FC also provides learners with more time to process and absorb their learning before applying it in addition to allowing them to take a moment to look up definitions, find sources and information related to the topic if the clarification was needed and if they need to review a particular topic because the videos are always available and the instructor is not, therefore, learners would be able to re-watch and refresh their memories (Kostka & Brinks, 2015).. The Role of Teacher as the Instructor Then, it comes to the issue that teachers in FC are no longer the character of teaching, they are more likely to be the role of instructor tin order to lead learners absorb knowledge and guide them to learn efficiently, there is a modal provided by The University of Texas at Austin, one of the most presentative institution of FL, provides the example of what FC looks like in the university classroom from both learner and instructor’s perspective, the related content was shown in Table 2.. 18.

(32) Table 2 Both Learners and Instructor’s perspective for FC from the University of Texas at Austin. Class. According to the model of the FC above, it leads to the importance of teachers’ role as the instructor, which not only provide the learning materials but also the assistance for individual needs. Besides, Sebastian Gluzman also cited that teachers must keep in mind that applying FC as the teaching method is not primary about the delivery of the instruction related to the video. If the video which is boring to learners, and unluckily, a tedious lecture which is followed, eventually, learners’ learning experience will not be raised and enhanced. Therefore, teachers’ duty as the instructor is to active learners’ learning motivation and make the atmosphere of the classroom more vivid. Also mentioned in Strayer (2007), he suggests a conceptual framework of FC and claims that the learning environment in FC is influenced by the “extensive use of educational technology outside of class” and “active learning during class time” (P.15) In Zayapragassarazan & Kumar (2012), they mention four categories of ways that can achieve. 19.

(33) the active learning classroom, the four categories are as followed (a) individual activities, (b) paired activities, (c) informal small groups, and (d) cooperative student projects. These methods contain many learning activities such as conceptual mapping, brainstorming, collaborative writing, cooperative learning, project-based learning, and peer sharing (Zayapragassarazan & Kumar, 2012). Besides, active learning methods require students to utilize higher-order thinking skills such as analysis, synthesis, and evaluation (Bonwell & Eison, 1991; Prensky, 2010).. Finding Suitable Learning Materials It is very important for teachers find the suitable material for FC, which can be some resources from the internet platforms which have been already available, such as YouTube, websites, blogs, and Open Educational Resources (Missildine et al., 2013; Kostka & Brinks, 2015). The key is to identify suitable content and combine it into a sensible learning design. Activities were various, such as self-reviewed quizzes, discussion forums, blogs, or reflective journals, which will help learners to support and organize what they are learning and what they have learned. Requiring learners to complete the setting goal before the FC can be challenging. This can be promoted such as giving a certificate of completion at the end of the pre-classwork or some reward that it may be attractive to them. Another strategy is ‘peer pressure’- informing participants that they will be classified to groups and a participant randomly selected to lead the group during the face-to-face session. Furthermore, locating FC requires constant monitoring and improvement all the time through the process of the courses. Before you announce your content to learners, you will 20.

(34) need to put in place a feedback mechanism such as a survey to measure students’ experience using the flipped classroom. The flipped classroom is a hybrid approach to learning, using technology to move the classroom lecture to “homework” status and using class time for interactive learning and expressing and discussing the ideas with each other in groups. This approach in higher education usually involves faculty development of a video-recorded lecture (lecture capture) that is made available to students for viewing outside of the classroom at any time. Classroom time is spent in discussion, clarification, exercises, or other learning activities to enhance application of knowledge (Ronchetti, 2010).. Challenges and Misconceptions One of the main limitations is that developing resources for flipped classroom can be timeconsuming, requiring careful planning and preparation. Besides, existing research has shown conflicting views regarding student satisfaction with the flipped classroom method. Student surveys and focus groups by Berrett (2012), Missildine et al. (2013) and Strayer (2012) found that some students still preferred the traditional method over the flipped classroom method. Possible reasons cited for this discrepancy in student attitudes towards flipped learning could be due to the diverse methods used to flip the classroom in each study, on how student expectations were set, and on how coherent and connected the online and face-to-face materials were for the students. Also, researchers have observed that some students felt lost without a traditional lecture, and that some instructors were reluctant to 21.

(35) make the switch (Mangan, 2013). Furthermore, in Oki’s study (2016) applying FC into content-based area to observe the effect of. learners’ learning attitude and the academic performance. After the experiment, the qualitative results from the posttest shows that there is not positive influence that students attend in FC raise the learning ability compared to the ones who join TT classroom. Nevertheless, Oki still found out that the major reason about that is because participants are nor familiar with the content, then they are not capable of expressing their ideas in class. Therefore, the handout, achievement test and inclass practice may be necessary to evaluate students’ learning performance.. 22.

(36) CHAPTER 3 METHODOLOGY Research Design This study explored both learners’ reaction and learning outcomes and teachers’ teaching experience in Flipped Classroom (FC) comparing to traditional teacher-centered classroom (TCT). The subjects are the elementary students in Taiwan who are now in their second grade. An experimental study was investigated. Data Analysis were executed on SPSS involving quantitative data which was collected from the pretests and protests. Besides, the qualitative data such as interview and open-ended questions in both pretests and posttests were also probed in order to observe the differences between FC and TCT. Furthermore, questionnaires were examined by using means to realize and analysis about students’ learning attitude.. Subjects This study was conducted in a bushiban that taught English as the primary courses. Because this bushiban is located near the elementary school located in southern part of Taiwan, then most of the students would choose this bushiban to cultivate their English ability. In this research, there were 39 students, then all of them were in their third year of same elementary school. Besides, there were 18 boys and 21 girls in this research. Due to the fact that students were already having their own classes at their elementary school, and the way school separated students in the class was all random, the students will stay in their own class because the most important part of teaching in FC 23.

(37) contains a great number of interactive activities and group tasks, therefore, if learners were in the same class, it would be beneficial for this study and prevent the situation that learners would not express their ideas with each other. After that the researcher would randomly choose one of them as the experimental group (EG) and the other one as the controlled group (CG). Class A was assigned to be EG, which involved 18 participants, and it contains 9 boys and 9 girls. In this class, learners would receive flipped classroom teaching method utilized interactive whiteboard, internet-available classrooms with projectors and related devices and FB platform which allowed them to get the video easily. Then, class B was assigned to be CG, which involved 21 learners, and it contains 10 boys and 11 girls. In this class, learners would receive teachercentered teaching method utilized whiteboard. Most important of all, both EG and CG would be taught by the same teacher that means the researcher himself. There were three reasons why researcher would choose this school. First, the researcher is one of the teachers in this bushiban, that means it is more convenient for the researcher conducting the study. Second, since our school is near that elementary school, that means parents of the learners would choose our school for cultivating learners’ English ability. Besides, both of EG and CG are students from two different classes at the elementary school and they are at the same level of the learning materials in this bushiban. Third, all of the learners were in our American School courses, that means they have plenty of time learning this foreign language in an English-speaking environment which created by the bushiban, besides, the parents who would choose this courses for 24.

(38) their children have high expectations but easy to cooperate with the needs that teachers demanded, and the outcome for both of the teaching method would not be influenced by other technological problems. However, to evaluate the likely effect of the prior knowledge or initial ability for subjects on group equivalence, the T-test of SPSS was conducted. According to the result of the T-test, there were no significant differences between EG and CG in accordance with the participants’ final exam scores. The scores of EG group mean score was 91.55 (SD=5.44) and that of the CG group was 90.88 (SD=4.58). The two groups were regarded as homogeneous in their English ability in accordance with their mean exam scores. No obvious differences were found between the scores of the participants in EG (t (20) = -.6.99, p = .511 >0.05) and in CG (t (24) = -.2.54, p = .306 >0.05). The outcomes showed that the English proficiency between CG and EG was almost the same. To wrap it up, it was assumed that the initial English ability for both EG and CG was the same before the research was conducted.. Instruments To complete the goal of this study, the primary instruments which were applied in this study were as followed. (1) A pretest and posttest related to different theme that contains vocabulary acquisition, reading comprehension and open-ended questions for extending aspect between the two groups had been implemented before and after the courses in their daily classroom and flipped classroom with 25.

(39) some devices and environment which was mentioned above. In this test, there were 4 pretests and posttests for EG and CG. Both groups would have the same test sheet at the same period of schedule of the courses to evaluate learners’ learning outcomes, and achievement. Each test contains six parts; PartⅠ,Ⅱ, Ⅲ, Ⅳ, Ⅴ, and Ⅵ. Part Ⅰ,Ⅱ were related to the vocabulary acquisition. Participants were asked to fill in the words by listening to a short conversation and observing the picture related to the words. Part Ⅲ was connected to the use of the vocabulary. Participants were asked to finish a short paragraph by filling the best corresponded words which were provided above. Part Ⅳ would be the understanding of the teaching content, participants were asked to choose the best description or the correct answer that the question was related to the content of the reading paragraph from multiple choices which was suggested by Spencer (2000) that can help understand and evaluate the reading comprehension from the learners. Part Ⅴ would be the reading comprehension part, participants would be asked to read a reading paragraph that was related to the theme of the teaching content after they read, they read to choose the best answer that corresponded to the question . Part Ⅵ was open-ended questions utilized checking learners’ learning situation and how deep they learn from each teaching method, participants would see some questions that answer options were not provided. They need to answer the questions by writing down what they have learned in the course. Besides, the rubric for evaluating learners’ performance would be the rubric from General English Proficiency Test Guided Writing section, the rubric was listed from 0 to 5. First, 5 represents that the writing fully satisfies 26.

(40) the requirements of the task; contains very few errors in grammar and vocabulary. 4 represents that the writing largely satisfies the requirements of the task; contains a few grammatical and lexical errors which do not impede comprehension. Then, 3 represents that the writing generally addresses the requirements of the task; grammatical and lexical errors sometimes impede comprehension. Next, 2 represents that the writing only partially addresses the requirements of the task; ideas are sometimes confusing due to frequent grammatical and lexical errors. Last, 1 represents that the writing responds to very limited part of the task; frequent errors in grammar and vocabulary greatly impede comprehension. Eventually 0 means that no answer or non-ratable. (2) Choosing appropriate teaching material The teaching materials were chosen from the series of books called American School TextbookReading Key which were written by Michael A. Putlack. The series of books contains four books which could provide learners ways to comprehensive use of learning, laying a solid foundation in English, and learn wider and numerous knowledge in English. (3) Worksheet for evaluating learners before class situation Before class, a related video was provided every week, participants in EG which perceived FP would gain this sheet before class, after learners observe the video, they would finish the worksheet, and the researcher can analysis the engagement and learning situation from this worksheet. (4) Three questionnaires were involved in this study. The questionnaire A conducted 31 questions related to learners’ learning attitude toward the 27.

(41) process of learning between FC and TCT , besides, the A-4 Likert scale was developed to analysis for the result and clarify for the data: 1= strongly agree; 2= agree; 3=disagree; 4= strongly disagree. The questionnaire B conducted 20 questions related to learners’ learning procedures related to reading English materials. The Questionnaire C conducted 3 questions related to learners’ learning experience in the process of FC and TCT, and it was the tool utilizing qualitative analysis about the learner’s reaction and achievement through the courses. The questions would be the focus through the interview after the courses. (5) The interview and recordings The interview which was conducted from the researcher himself would focus on learners’ response on questionnaire B. Researcher would have the short interview with all the participant asking further reason or learners’ idea according to the answer from the questionnaire, then the application of recording of cellphone would also be utilized to record learners’ respond for further investigation and analysis.. Procedures The process in this study contained eight portions: pretest, course design 1, course design2, posttest, questionnaire A, B, and C then the interview. In the preparation stage of the study, it is very important to choose the appropriate reading materials and realize the level of participant’s understanding about the topics; therefore, all the participants were asked to take the pretest 1 at the beginning. The second stage was participant 28.

(42) experienced the course design for six weeks (two different topic each lasts for three weeks), learners would learn in either FC or TCT. After the instruction. After the courses were finished, posttest 1 were implemented. At last, after learners experienced all the courses, they were asked to finish questionnaires to investigate the influence on their learning attitude and how much they perceive through this study. To make researcher understand more details about opinion and experience about participants in the study, they were invited to an interview individually, and the content of the interview would be the details and extension about the questionnaire C. An overall outline of the detailed procedure of data collection was presented in figure 1.. 29.

(43) Selecting the appropriate reading material. Divide participant into two groups EG and CG. Experimental Group (EG) a. 18 students b. all third-grade learners. Controlled Group (CG) a. 21 students b. all third-grade learners Conducting pretest. Administering corresponded instruction Experimental Group (EG) Implementing flipped classroom instruction. Controlled Group (CG) Implementing teacher-centered classroom instruction Three weeks later. Administering corresponded instruction Experimental Group (EG) Implementing flipped classroom instruction Three weeks later. Controlled Group (CG) Implementing teacher-centered classroom instruction. Conducting posttest. Conducting questionnaire, A, B, and C. Interview for EG Figure1. The Outline of the Research Design. 30.

(44) Pretest All participants had to finish one sheet that contain vocabulary acquisition, reading comprehension, and open-ended questions portions as the pretests. The purpose of this action was to evaluate and attempt to observe participants’ background knowledge related to this topic and realize the level of their English ability. Course Design In this part, the TCT and FC teaching method would be implemented separately. In this research, both EG and CG received the same learning materials by the same instructor. The instructor was the researcher. In the EG, participants receive FC instruction and the environment of the classroom would be internet-friendly, and all the devices were ready for extending for further use. Besides, in FC, learners perceived one related video and one worksheet every week, which was provided by the instructor, on YouTube or other social media. Learners would discuss through the content of the video then discuss some related questions which was mentioned by the instructor or other participants. After that, learners would finish the exercise which was provided by the reading content itself. At last, participants would express their ideas in groups. A comparison of a typical instruction for the two groups was shown in Table 3.. 31.

(45) Table 3 A Comparison of a Typical Instruction for EG and CG Class time (90 minutes/class) Preparation 1. Overview of the video 1. Overview of the teaching 10 minutes 2. Free Questions and Answers to content raise students’ interest and 2. Free Questions and refresh learners’ memory of the Answers to raise students’ content interest 3. Check the worksheet quickly to learn about learners’ learning problems and situations Presentation 1. Learners would discuss the 1. Guide and explain the 50 minutes questions or what they have vocabulary and provide learned in the video through the some examples that learners worksheet. could connect with their 2. Teacher will assign the groups background knowledge. and then design some questions 2. Lead learners read through or group tasks, then give learners the reading and explain time to discuss and achieve. vocabularies. 3. Teacher will look around and 3. Providing some questions assist the group when they need related to the paragraph and help. let students think and 4. Learners will finish the answer. questions provided by the content 4. Teacher provides the itself. correct answer and explain 5. Adjust the teaching style and to learners. method according to learners’ 5. Adjust the teaching style performance in class. and method according to learners’ performance in class. Practice 1. Teacher will invite all groups 1. Learners will finish the 30 minutes share their ideas and the result of questions provided by the their group tasks in front of the content itself. 2. Teacher will check the class. 2. A post-test (one for three answer one by one. courses) will be utilized to 3. A post-test (one for three examine their learning courses) will be utilized to examine their learning. performance. Stage. EG. CG. Normally, the English course at elementary school would be forty minutes. However, in bushiban, the courses last for ninety minutes and the frequency of the class was once a week, it was twice longer, therefore, in this research, two separate topics were chosen to be the teaching content, 32.

(46) then each one would last for three weeks teaching period. That means, it takes six weeks for both EG and CG for implementing FC and TCT in the classroom. Posttest The primary focus of the posttest was to observe participants’ vocabulary acquisition, reading comprehension, and how deep they understand about the topics by experiencing different teaching strategies. Most importantly, the open-ended questions would be another focus that researcher would like to observe. Questionnaire After the posttest, participants for both EG and CG were asked to finish the questionnaire B in class for the researcher understand their learning procedures. Besides, questionnaire A was implemented at the end of the course in EG to examine the learning attitude and experience for leaning in FC, At the end, questionnaire C were asked to be finished for EG, then the researcher would invite the participants having a short interview according to the content they provided on questionnaire C and more details and the extension of the questionnaire. Questionnaire A was quoted by Chi, Pei-Yun. (2014), the questions for this questionnaire was separated to five different aspects. First, motivation to learn English, second, appeal to the language, third, attitudes towards Instruction, then the fourth part is about Linguistic self-efficacy, the last part. is about effort level. The reliability for this questionnaire was that for first part related to the motivation and appeal to language, the Cronbach α was 0.93, then related to students’ attitude 33.

(47) toward instruction, the Cronbach α was 0.91, finally, related to the self-efficacy and effort level, the Cronbach α was 0.87. There were 31 questions in it, besides, there were reversed question for question 9,16,19,25,27, and 30. In this study, the four-point Likert Scale was applied, one point meant strongly disagree, two point meant disagree, three point meat agree, and four point meant strongly agree. When related to the reversed questions, the meaning and presentation would be conversed, therefore, if students got higher score, that means the learning attitude for them was more positive. The detail information about the question related to different aspects could be observed on Table 4. Table 4 Numbers of Questions and Categories about Questionnaire A Amount. Remark. Motivation of Learning. 11. 1.2.3.4.5.6.7.8.*9.10.11. Appeal to the Language. 5. 12.13.14.*15.16. Attitude toward Instructions. 5. 17.18.*19.20.21. Learning Self-Efficacy. 6. 22.23.24.*25.26. *27. Effort Level. 4. 28.29.*30.31. (* means the questions were reversed) Questionnaire B was revised by Hsing-Ju Chien. (2005), in her survey, it was separated into three different aspects: learning environment, learning satisfaction, and learning satisfaction for open-ended questions. However, in this study, we would like to focus on learning satisfaction from students, therefore, the questions about learning environment such as the blackboard was big enough, and the 34.

(48) device and the number of the participants were not suitable for this study, therefore, after discussed with professor, the questions were deleted. The numbers of questions for this study was deducted from 25 to 20. Otherwise, in this study, the four-point Likert Scale was applied, one point meant strongly. disagree, two point meant disagree, three point meant agree, and four point meant strongly agree. When related to the reversed questions, the meaning and presentation would be conversed, therefore, if students got higher score, that means the learning attitude for them was more positive.. 35.

(49) Data collection time The collection time of the data was summarized at Table 5. Table5 The Collection Time of the Data Week. Group. Data collection. EG. Pretest +worksheet. CG. Pretest. EG. Worksheet. CG. None. EG. Worksheet. CG. None. EG. worksheet. CG. None. EG. Worksheet. CG. None. EG. Posttest+ Questionnaire A, B and C. Week1. Week2. Week3. Week4. Week5. Week6. Posttest + CG. Noted that CG= Controlled Group EG= Experimental Group. 36. Questionnaire B.

(50) Data Analysis In this research, SPSS, a statistic software was used to analyze the data collected from the pretest, posttest1, pretest2, posttest 2 and questionnaire A and B for the six weeks courses. The description and interpretation of the result were separated into three categories. First, the scores for all pretests and posttests were computed with pair t-tests to find out the possible variables in vocabulary acquisition and reading comprehension for partⅠtoⅤ. Second, the different result of learners’ learning procedures for both EG and CG would be assessed through descriptive statistics. At last, the result for questionnaire A which related to the learning experience and attitude for learners in FC teaching instruction would be assessed through descriptive statistic, too. Besides, in this research, more individual response to both FC and TCT in questionnaire C and the ability to extend their learning content would be investigated through qualitative method. Research would collect the questionnaire C and arranged the interview for all the participants and the recording would be set to record the process and content of the interview. After that, all the data were collected, and the researcher would clarify the information and attempted to realize the point of view for all the participant in both EG and CG which experienced FC and TCT separately.. 37.

(51) CHAPTER 4 Result In this chapter, the data would be obtained in this research, related to the research question which was presented in Chapter One. Furthermore, in this chapter, the analysis would be divided into two groups, quantitative and qualitative data. First, the quantitative result would be presented by different tables and some expressions and findings which was analyzed by descriptive information and ANCOVA analysis of the SPSS. Second, about qualitative results, the open-ended questions for pretests and posttest in EG and CG would be transcribed and analyzed, then the data for interview would also be recorded and typed in order to compare, interpret, and investigate. Research Question 1 What learning outcome differences exist in student academic performance in a teacher-oriented classroom, as compared to students in a flipped classroom as measured by the end of course posttest? In order to observe the students’ achievement and the influence on different teaching method related to the pretest and posttest, descriptive data information and one-way ANCOVA were computed for two different groups. Comparison and the data analysis result would be presented in table 6 to table 14. The Experimental group was for students who participated in flipped classroom, and the controlled group was for students who learn in the traditional teaching classroom, besides, after presenting the analysis for the whole part of the pretests and posttests, the analysis of different 38.

(52) part in the test would also be analyzed. In this way, we can learn the precise influence on students’ learning achievement. Table 6 Both group performance on Pretest (n=39) 1. EG 2. CG. N. Mean. SD. Std. Error Mean. 1. 18. 59.78. 16.134. 3.803. 2. 21. 52.48. 11.771. 2.569. Sub Pretest. Table 7 Both group performance on Posttest (n=39). Sub Post. 1. EG 2. CG. N. Mean. SD. Std. Error Mean. 1. 18. 82.50. 15.812. 3.727. 2. 21. 59.43. 17.798. 3.884. We can observe students’ learning outcomes related to the mean and standard deviation on Table 6 and 7. In Table6, the EG got higher scores than CG on pretest, however, when they experienced different teaching method, as the information provided by Table 7 the gap between EG and CG become larger, that means that flipped classroom teaching method can help students learn more efficiently, abundant, and precisely. However, relying on simple and basic descriptive data would not able to understand the differences on students’ English ability and if they improve their listening, reading skills or not. Therefore, the one-way ANCOVA would be applied. Before the one-way ANCOVA was conducted, the assumption of homogeneity of regression lines was tested, and the result indicates that the assumption was not violated (p = .297), the information was presented in Table 8. ANCOVA. 39.

(53) summary table is presented in Table9. ANCOVA results reveal that the adjusted means are significantly different for the two groups (F (1,36) =12.275, p=0.001<.05). The result indicates that students who received flipped classroom outperformed those received traditional teaching. Partial eta squared is .254, showing that “teaching methods” explains 25.4% of variance of students’ English learning and performance. Table 8 The Assumption of Homogeneity of Regression Lines Source. Type III Sum of Squares. df. Mean Square. F. Sig.. Partial Eta Squared. Corrected Model. 5839.940a. 3. 1946.647. 6.879. .001. .371. Intercept Group Sub Pretest Group * Sub Pretest Error Total Corrected Total. 8257.062 2.867 209.695. 1 1 1. 8257.062 2.867 209.695. 29.177 .010 .741. .000 .920 .395. .455 .000 .021. 316.707. 1. 316.707. 1.119. .297. .031. F. Sig.. Partial Eta Squared. 12.275. .001. .254. 9904.829 35 282.995 207265.000 39 15744.769 38 a. R Squared = .371 (Adjusted R Squared = .317). Table 9 Both Groups’ Learning Outcomes (n=39). Contrast Error. Sum of Squares. df. Mean Square. 3485.285 10221.537. 1 36. 3485.285 283.932. However, in this research, we would like to explore more dedicated information about students’ learning differences for both EG and CG, therefore, the one-way ANCOVA would be applied into different sections, in this way, we can attempt to understand students’ learning progress on listening, vocabulary recognition, content understanding, and reading comprehension skills. All 40.