Redefining a flipped learning-classroom: Using outside classroom listening portfolio to boost inside-classroom speaking tasks

The article drew an implication that to boost learners’ independent learning and maximize the effect of the classroom time, it is vital to apply homework-in-class and classwork-at-home model while integrating skills in language education. | REDEFINING A FLIPPED LEARNING CLASSROOM USING OUTSIDE-CLASSROOM LISTENING PORTFOLIO TO BOOST INSIDE-CLASSROOM SPEAKING TASKS Mai Thi Nhu Hang Quang Binh University Received 05 06 2019 Revised 03 07 2019 Accepted 25 12 2019 Abstract With the limited time in the classroom many English language teachers have held a big concern as to how to create more spaces more time and more opportunities for learners to use the target language in a meaningful way. By using a qualitative method with different approaches of interviews document analysis and classroom observations this study aims at exploring the effect of adopting a flipped learning model with the integration of listening and speaking on the development of these skills. The study participants were 17 third-year English-major students enrolling in a listening-speaking 6 course at Quang Binh University. The findings showed that learners listening skills were significantly improved and they appeared to be more confident and more productive when participating in inside- classroom speaking tasks with a well-prepared listening porfolio at home. The article drew an implication that to boost learners independent learning and maximize the effect of the classroom time it is vital to apply homework-in-class and classwork-at-home model while integrating skills in language education. Key words Flipped learning listening portfolios listening-speaking integration 1. Introduction The mobilized world of the 21st century appears to require its citizens to be equipped with necessary skills and knowledge to respond to its astounding developments and language learners are also involved in this stream. In the arena of English language teaching and learning Zwiers 2014 claims that our learners have to learn to use that language in a more complicated way such as analyzing complex texts arguing evaluating evidence and engaging in academic discussions. In fact in order to prepare for more advanced language to meet different purposes rather .

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