The impact of synchronous virtual flipped classroom on EFL students’ speaking skill

Safrul Muluk, Habiburrahim Habiburrahim, Syarifah Dahliana, Faishal Zakaria, Azizah Azizah, Muhammad Safwan Safrul

Abstract


Flipped learning within blended learning has attracted interest for its potential benefits. However, implementing a fully blended model with in-person synchronous learning remains challenging. Therefore, this mixed-methods study investigates a modified flipped approach using a virtual synchronous classroom environment, replacing traditional face-to-face interaction with online instruction. Specifically, our study focused on its implementation in the context of a Public Speaking class, aiming to explore students’ experiences and levels of learning anxiety with the modified flipped instructional method. A number of 43 out of 50 English major students from one of the state Islamic universities in Indonesia, in their fifth semester, completed and submitted the questionnaires. The results of the study indicated that the implementation of a virtual synchronous flipped classroom had a dual effect, positively influencing both the advancement of students’ speaking abilities and the alleviation of their anxiety in speaking English. The students found the Synchronous Virtual Flipped Classroom (SVFC) engaging and intellectually stimulating, recommending its adoption via platforms like Zoom and WhatsApp. While they recognized the benefits of technology, their views varied contextually, particularly regarding social interaction. Despite the advantages, students expressed dissatisfaction with the lack of social presence and sensory experience compared to traditional classrooms. Technical issues further hampered peer interaction and impacted their learning experience. These findings provide useful information regarding the potential and limitations of virtual synchronous flipped classrooms in enhancing speaking skills and managing anxiety in language learning.

Keywords


flipped classroom; speaking anxiety; synchronous; virtual

Full Text:

PDF

References


Al-Ataby, A. (2020). Technology-enhanced learning and teaching in COVID-19 era: Challenges and recommendations. International Journal for Innovation Education and Research, 8(10), 317-331. https://doi.org/10.31686/ijier.vol8.iss10.2684

Al-Habsi, T., Al-Busaidi, S., & Al-Issa, A. (2021). Integrating technology in English language teaching through a community of practice in the Sultanate of Oman: implications for policy implementation. Educational Research for Policy and Practice, 21(1), 43-68. https://doi.org/10.1007/s10671-021-09291-z

Al-Nuaim, H. A. (2012). The use of virtual classrooms in e-learning: A case study in King Abdulaziz University, Saudi Arabia. E-Learning and Digital Media, 9, 211-222.

Aslan, S. A. (2022). The effect of flipped classroom approach on learning achievement, online self-regulation and interaction in synchronous distance education. Journal of Educational Technology & Online Learning, 5(3), 535-552.

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers and Education, 128, 269-283. https://doi.org/10.1016/j.compedu.2018.09.013

Aydin, S. (2018). Technology and foreign language anxiety: Implications for practice and future research. Journal of Language and Linguistic Studies, 14(2), 193-211. https://www.jlls.org/index.php/jlls/article/view/916/380

Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195-203. https://doi.org/10.1016/j.iheduc.2011.11.001

Chrysler, A.M. (2021). Maintaining an active learning environment during a pandemic. 2021 IEEE International Symposium on Antennas and Propagation and USNC-URSI Radio Science Meeting (APS/URSI) (pp. 1465-1466). IEEE.

Collado-Valero, J.A., Rodríguez-Infante, G., Romero-González, M., Gamboa-Ternero, S., Navarro-Soria, I., & Lavigne-Cerván, R. (2021). Flipped classroom: Active methodology for sustainable learning in higher education during social distancing due to COVID-19. Sustainability, 13(10), 5336. https://doi.org/10.3390/su13105336

Conklina, S., Oyarzun, B., & Barreto, D. (2017). Blended synchronous learning environment: Student perspectives. Research on Education and Media, 9(1), 17-23. https://doi.org/10.1515/rem-2017-0004

Dewey, D., Belnap, R. K., & Steffen, P. R. (2018). Anxiety: stress, foreign language classroom anxiety, and enjoyment during study abroad in Amman, Jordan. Annual Review of Applied Linguistics, 38, 140-161. https://doi.org/10.1017/s0267190518000107

Domizi, D. P. (2013). Microblogging to foster connections and community in a weekly graduate seminar course. TechTrends, 57(1), 43-51. https://doi.org/10.1007/s11528-012-0630-0

Ecmekci, E. (2016). An innovative step in blended learning: The flipped ELT classroom model. In İ. Yaman, E. Ekmekçi, & M. Şenel (Eds.), Current trends in ELT (pp. 190-212). Nüans Publishing.

Elaldı, Ş. (2016). Foreign language anxiety of students studying English language and literature: A sample from Turkey. Educational Research and Reviews, 11(6), 219-228. https://doi.org/10.5897/err2015.2507

Franco, C. P. (2013). Understanding digital natives’ learning experiences. Revista Brasileira de Linguística Aplicada, 13(3), 643-658. https://doi.org/10.1590/s1984-63982013005000001

Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26. https://doi.org/10.1016/j.iheduc.2013.06.002

Gouseti, A. (2010). Web 2.0 and education: Not just another case of hype, hope, and disappointment? Learning, Media and Technology, 35(3), 351-356. https://doi.org/10.1080/17439884.2010.509353

Habiburrahim, H., Risdaneva, R., Putri, G., Dahliana, S., & Muluk, S. (2020). The effects of anxiety toward Acehnese students’ English speaking ability. The Qualitative Report, 25(1), 254-270. https://doi.org/10.46743/2160-3715/2020.3639

Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1-7. https://www.lltjournal.org/item/10125-44426/

Hamiti, M., & Reka, B. (2012). Teaching with technology. Procedia - Social and Behavioral Sciences, 46, 1171-1176. https://doi.org/10.1016/j.sbspro.2012.05.269

He, D. (2013). What makes learners anxious while speaking English: A comparative study of the perceptions held by university students and teachers in China. Educational Studies, 39(3), 338-350. https://doi.org/10.1080/03055698.2013.764819

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. https://doi.org/10.1017/s0267190501000071

Imran, R., Fatima, A., Salem, I. E., & Allil, K. (2023). Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era. International Journal of Management Education, 21(2), 1-12. https://doi.org/10.1016/j.ijme.2023.100805

Jannah, L. R., Sholihah, F. A., & Ni’mah, D. (2024). Students’ willingness to communicate in English in EFL digital context. Journey: Journal of English Language and Pedagogy, 7(2), 190-198. https://doi.org/10.33503/journey.v7i2.830

Jia, C., Hew, K. F., Du, J., & Li, L. (2022). Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study. The Internet and Higher Education, 56, 100878. https://doi.org/10.1016/j.iheduc.2022.100878

Junco, R., Heiberger, G., & Loken, E. (2010). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-132. https://doi.org/10.1111/j.1365-2729.2010.00387.x

Kim, J. (2011). Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology, 42(5), 763-777. https://doi.org/10.1111/j.1467-8535.2010.01107.x

Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245. https://doi.org/10.1016/j.chb.2010.03.024

Korkmaz, S., & Mirici, I. H. (2021). Converting a conventional flipped class into a synchronous online flipped class during COVID-19: University students’ self-regulation skills and anxiety. Interactive Learning Environments, 31, 5746-5758. https://doi.org/10.1080/10494820.2021.2018615

Lan, Y.-J. (2019). Language learning in the modern digital era. Journal of Educational Technology & Society, 22(2), 1-3. https://www.jstor.org/stable/26819612

Levy, M., & Moore, P. J. (2018). Qualitative research in CALL. Language Learning & Technology, 22(2), 1-7. https://doi.org/10125/44638

Lin, C., & Hwang, G. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Educational Technology & Society, 21(2), 205-219. https://www.jstor.org/stable/26388398

Malesky, L. A., & Peters, C. (2011). Defining appropriate professional behavior for faculty and university students on social networking websites. Higher Education, 63(1), 135-151. https://doi.org/10.1007/s10734-011-9451-x

Martin, F., & Parker, M. A. (2014). Use of synchronous virtual classrooms: Why, who, and how? MERLOT Journal of Online Learning and Teaching, 10(2), 192-210. https://jolt.merlot.org/vol10no2/martin_0614.pdf

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage

Minalla, A. A. (2018). The effect of WhatsApp chat group in enhancing EFL learners’ verbal interaction outside classroom contexts. English Language Teaching, 11(3), 1-7. https://doi.org/10.5539/elt.v11n3p1

Murray, M. (2007). Introduction to synchronous e-learning. In K. Hyder, A. Kwinn, R. Miazga, & M. Murray (Eds.), Synchronous e-learning: How to design, produce, lead, and promote successful learning events, live and online (pp. 1-12). The eLearning Guild.

Nelson, E., Smaldino, J., Erler, S., & Garstecki, D. (2008). Background noise levels and reverberation times in old and new elementary school classrooms. Journal of Educational Audiology, 14, 16-22. https://www.edaud.org/journal/2007-2008/2-article-07-08.pdf

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002

Page, G. A., Pauli, J., Sturm, C. & Fierstein, M. (2011). Faculty adoption of technology: The use of Elluminate Live. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011-Society for Information Technology & Teacher Education International Conference (pp. 606-614). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/36339

Parvin, R. H., & Salam, S. F. (2015). The effectiveness of using technology in English language classrooms in government primary schools in Bangladesh. Forum for International Research in Education, 2(1), 47-59. https://doi.org/10.18275/fire201502011049

Pollard, H., Minor, M., & Swanson, A. (2014). Instructor social presence within the community of inquiry framework and its impact on classroom community and the learning environment. Online Journal of Distance Learning Administration, 17, 2. https://ojdla.com/archive/summer172/Pollard_Minor_Swanson172.pdf

Prensky, M. (2001). Digital natives, digital immigrants Part 1. On The Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816

Rambe, P. (2012). Constructive disruptions for effective collaborative learning: Navigating the affordances of social media for meaningful engagement. Electronic Journal of e-Learning, 10(1), 132-146. http://files.eric.ed.gov/fulltext/EJ969451.pdf

Richardson, J., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417. https://doi.org/10.1016/j.chb.2017.02.001

Suleimenova, Z. (2012). Speaking anxiety in a foreign language classroom in Kazakhstan. Procedia - Social and Behavioral Sciences, 93, 1860-1868. https://doi.org/10.1016/j.sbspro.2013.10.131

Sutterlin, J. (2018). Learning is social with Zoom video conferencing in your classroom. eLearn Magazine, 2018(12), Article number 5. https://doi.org/10.1145/3302261.3236697

Talant, T., & Gulsecen, S. (2019). The effect of a flipped classroom on students’ achievements, academic engagement and satisfaction levels. Turkish Online Journal of Distance Education, 20(4), 31-60. https://doi.org/10.17718/tojde.640503

Wach, A. (2012). Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English. Studies in Second Language Learning and Teaching, 2(3), 367-389. https://doi.org/10.14746/ssllt.2012.2.3.6

Webb, M., & Doman, E. (2020). Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33(3), 240-274. https://doi.org/10.1080/09588221.2018.1557692

Whiteside, A. L., Dikkers, A. G., & Swan, K. (2017). Social presence in online learning: Multiple perspectives on practice and research. Stylus.

Yılmaz, Ö. (2015). The effects of “Live Virtual Classroom” on students’ achievement and students’ opinions about “Live Virtual Classroom” at distance education. Turkish Online Journal of Educational Technology, 14(1), 108-115. http://files.eric.ed.gov/fulltext/EJ1057348.pdf

Zarrinabadi, N., & Ebrahimi, A. (2019). Increasing peer collaborative dialogue using a flipped classroom strategy. Innovation in Language Learning and Teaching, 13(3), 267-276. https://doi.org/10.1080/17501229.2018.1455688

Zgheib, G., & Dabbagh, N. (2020). Social Media Learning Activities (SMLA): Implications for design. Online Learning, 24(1), 50-66. https://doi.org/10.24059/olj.v24i1.1967




DOI: https://doi.org/10.24815/siele.v12i1.34814

Article Metrics

Abstract view : 65 times
PDF - 46 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats