AsiaTEFL Logo        The Journal of AsiaTEFL
   
The Journal of AsiaTEFL
Articles By Subject
Current Issue
Past Issues
Special Issue
Information of the Journal
Editorial Board
Submission Guidelines
Ethical Guidelines
Manuscript Submission
Journal Order
User Information
Search
Today 3,556
Total 43,678
Current Issue
Go List

Volume 16 Number 4, Winter 2019, Pages 1069-1460   


 http://dx.doi.org/10.18823/asiatefl.2019.16.4.12.1251 PDF Download
   

Effects of Flipped Classroom on High- and Low-achievers' English Vocabulary Learning

    Shih-Ching Yang, Yeu-Ting Liu & Andrew Graeme Todd


The flipped classroom, an approach that extends learning beyond the classroom, has been extensively and empirically researched in the science and math disciplines. However, whether the flipped classroom is feasible in senior high school education—where variation in student performance is of particular concern—has yet to be examined. In this light, this study set out to verify the feasibility and effectiveness of the flipped classroom in high school education, and to compare its effects with conventional lecture-based instruction on high school students with different levels of foreign language (English) vocabulary knowledge. After six weekly sessions, it was found that both methods of instruction were effective in promoting vocabulary gains. However, the flipped classroom was better able to reduce variation among students in a multi-level class. Importantly, although both high and low achievers benefited from the flipped classroom instruction and were left with a positive attitude toward the additional workload it entailed, the effect of the flipped classroom seems to be more manifest in low achievers. Based on the above findings and the results of questionnaire data, the pedagogical implications are discussed.

Keywords: flipped learning, L2 vocabulary learning, differentiated learning