Reflection Module 6: Flipped Classroom Approaches in English Language Teaching

Reflection Module 6: Flipped Classroom Approaches in English Language Teaching

Module 6, which covered different types of Flipped Classroom Approaches in English Language Teaching, stands out as one of the most intriguing lessons I've encountered in this course. The allure of this lesson lies not only in the valuable information provided about flipped classrooms but also in the thought-provoking questions it raises about the feasibility of applying these approaches in specific teaching contexts. In this reflection, I will deviate from my usual approach to writing reflections. Instead, I will critically analyze three questions that emerged during class discussions and reflect on my own teaching experience.

Question 1: Is it possible to apply flipped learning for low-level students due to the complexity of learning materials that students have to deal with before the lesson? 

It is acknowledged that implementing flipped learning for low-level students can be challenging to some extent, but I do believe that with the right strategies, it is totally feasible for teachers to do so. I totally agree with Ms. Vui comments that before assigning self-study materials for students, teachers should take students’ language competence into careful consideration, as it will decide the difficulty levels of their learning materials. Being a teacher - as well as facilitator in this circumstance, it is extremely crucial to modify and simplify learning materials if needed to make them accessible and comprehensible for students’ learning. Moreover, teachers should diversify the format of assigned materials. Undoubtedly, lengthy reading texts full of theoretical knowledge is monotonous and disengaged. Therefore, substituting them with videos, visual aids, and interactive content might be more engaging for students to participate in. 

Question 2: How can teachers keep track of students’ learning in flipped classrooms?

Looking back on my own teaching practice, teachers can keep track of students’ learning in flipped classrooms through various methods. Normally, in my class, I often utilize some kinds of Learning Management Systems such as Google Classroom, Class Dojo or Canvas to monitor student activity. I was really impressed with the time-counting function incorporated in Canvas platform, which enables teachers to track which materials students have accessed, how much time they spent on them, and their performance on related tasks. Obviously, by integrating technology into flipped learning, it can save a lot of time for teachers on reminding and collecting students’ work. 

Question 3: What should teachers do to manage students’ preparation at home?

This question is quite challenging at first because it relies much on the policy of teachers given at the beginning of the lesson. Some students in my class recommend that teachers should briefly summarize some certain points of knowledge again in class. But from my own opinion, this activity is time-consuming and causes counterproductive effects on students’ autonomy. Personally, the most optimal solution could be given is setting follow-up grading tasks related to the content of provided materials. For instance, when I teach grammar lessons using flipped learning classroom, beside assigning reading materials for students learning at home, I always include some controlled exercises under the format of Quizizz game or Kahoot to check my students’ knowledge application and also keep track of their work at home. By examining students’ submitted performance and results before the lesson, I may have an overall picture of what students have completed at home and identify areas where students may need additional support at class.  

To sum up, implementing flipped classrooms in English Language Teaching is not impossible if teachers have reasonable policies and strategies. By advocating for the current principles of learning and teaching, namely co-constructivism, student-centeredness, and students’ autonomy, flipped learning can be an effective approach. These principles support an environment where students actively engage with content before class, allowing for deeper, collaborative learning experiences during class time. With careful planning and appropriate support, teachers can successfully integrate flipped classrooms to enhance language learning outcomes.