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Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom

Book Description

The flipped classroom methodology is one of the latest innovations in the field of education, challenging traditional notions of the classroom experience. Applying this methodology to language learning has the potential to further engage students and drive their understanding of key concepts. Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom explores the latest educational technologies and web-based learning solutions for effective language learning curricula. Featuring emergent research on critical topics and innovations in the field of education, this publication is an essential resource for educators, administrators, instructional designers, pre-service teachers, and researchers in the field of education.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Preface
    1. INTRODUCTION AND OVERVIEW
    2. AUDIENCE
    3. ORGANIZATION OF THE BOOK
    4. CONCLUSION
    5. REFERENCES
  7. Acknowledgment
  8. Chapter 1: Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. LEARNER AUTONOMY AND MOBILE TECHNOLOGY
    5. MOTIVATION OF LANGUAGE LEARNERS
    6. SOCIOCULTURAL PROCESSES IN SECOND LANGUAGE ACQUISITION
    7. LEARNING THEORIES
    8. CONCLUSION
    9. FUTURE RESEARCH DIRECTIONS
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  9. Chapter 2: Teaching English for Academic Purposes through the Use of Digital Tools
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL FRAMEWORK: DIGITAL LITERACY
    4. PROFESSIONAL DEVELOPMENT
    5. THE COST OF ONGOING PROFESSIONAL EXPERTISE
    6. BLENDED LEARNING
    7. THE FLIPPED CLASSROOM
    8. VIRTUAL LEARNING ENVIRONMENTS
    9. ONLINE TOOLS FOR ACADEMIC VOCABULARY EXPANSION
    10. ONLINE READERS
    11. ONLINE DICTIONARIES
    12. INTERACTIVE INSTRUCTIONAL PROGRAMS FOR EFL
    13. LISTENING PROFICIENCY: AUDIO CLIPS WITH TRANSCRIPTS
    14. LISTENING PROFICIENCY: VIDEO MATERIALS
    15. ORAL PROFICIENCY
    16. SCREEN-CASTING PROGRAMS
    17. GLOBAL CITIZENSHIP
    18. PERSONAL DIGITAL DEVICES (PDDS)
    19. GAMIFICATION
    20. CASE STUDY: HOW TO HARNESS AN EXISTING ONLINE GAME TO SERVE THE PURPOSE OF SECOND LANGUAGE LEARNING
    21. STUDENT PROGRESS AND BENEFITS
    22. BENEFITS OF DIGITAL TOOLS IN A PRE-ACADEMIC PROGRAM
    23. RESULTS OF STUDENT FEEDBACK
    24. FUTURE RESEARCH DIRECTIONS
    25. CONCLUSION
    26. REFERENCES
    27. APPENDIX
  10. Chapter 3: Studies of Flipping Classes with Asian Students
    1. ABSTRACT
    2. INTRODUCTION: DEFINING AND APPLYING FLIPPED CLASSROOM METHODS
    3. LITERATURE REVIEW
    4. HELPING GRADUATE ENGINEERING STUDENTS IMPROVE THEIR ENGLISH AND SCIENCE SKILLS
    5. CONCLUSION
    6. REFERENCES
    7. APPENDIX A: SUGGESTED READINGS
    8. APPENDIX B: FLIPPED CLASSROOM WEBSITES AND INTERNET TOOLS
  11. Chapter 4: Flipped Instruction for Language Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. CASE STUDIES
    6. DESCRIPTION OF INSTRUCTIONAL APPROACHES
    7. ISSUES, CONTROVERSIES, AND PROBLEMS
    8. CONCLUSION
    9. REFERENCES
    10. ADDITIONAL READING
    11. APPENDIX: RESOURCES
  12. Chapter 5: Motivating and Empowering Students' Language Learning in Flipped Integrated English Classes
    1. ABSTRACT
    2. INTRODUCTION: DEFINING FLIPPED CLASSROOMS
    3. THE IMPORTANCE OF ENGAGEMENT IN MOTIVATION FACTORS
    4. LITERATURE REVIEW OF MOTIVATIONAL RESEARCH
    5. HISTORY OF MOTIVATIONAL STUDIES
    6. MOTIVATIONAL STUDIES
    7. METHOD: FLIPPED INTEGRATED ENGLISH COURSE FOR ENGINEERING STUDENTS
    8. RESULTS
    9. DISCUSSION
    10. PEDAGOGICAL IMPLICATIONS FOR INTEGRATED ENGLISH CLASSES
    11. CONCLUSION
    12. TOOLS TO HELP TEACHERS FLIP INSTRUCTION
    13. REFERENCES
    14. ADDITIONAL READING
    15. APPENDIX A: IMPORTANT FLIPPED INSTRUCTION RESEARCH AND RESOURCES
    16. APPENDIX B: FLIPPED CLASSROOM WEBSITES AND INTERNET TOOLS
  13. Chapter 6: A New Era of Applying CALL to Enhance EFL Learners' Lexical Knowledge
    1. ABSTRACT
    2. INTRODUCTION
    3. DEVELOPMENTS IN THE USE OF CALL IN ENGLISH LANGUAGE TEACHING
    4. HOW MANY WORDS SHOULD EFL STUDENTS LEARN?
    5. APPLYING SOFTWARE IN ASSESSING A LANGUAGE LEARNER’S VOCABULARY SIZE
    6. EFL LEARNERS’ VOCABULARY SIZE
    7. USING SOFTWARE IN TEACHING AND LEARNING VOCABULARY
    8. WHAT IS THE MOST APPROPRIATE APPROACH FOR TEACHING VOCABULARY?
    9. FUTURE DIRECTIONS IN CALL
    10. CONCLUSION
    11. REFERENCES
  14. Chapter 7: Gain Time and Differentiate to Meet Student Needs in University Learning Environments
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. PEDAGOGICAL PERSPECTIVES
    5. RESEARCH METHODOLOGY
    6. PROCEDURE
    7. RESEARCH DESIGN
    8. DISCUSSION
    9. CONCLUSION AND RECOMMENDATIONS
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
    12. ENDNOTE
    13. APPENDIX 1: PRE-SURVEY
    14. APPENDIX 2: POST-SURVEY
  15. Chapter 8: Flipped Instructional Technology
    1. ABSTRACT
    2. INTRODUCTION
    3. AN OVERVIEW OF PEDAGOGICAL PERSPECTIVES
    4. TEAM LEARNING
    5. CONCLUSION
    6. REFERENCES
  16. Chapter 9: Flipping the Academic Writing Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. IMPLEMENTING FLIPPED LEARNING IN AN EFL SCIENTIFIC WRITING CLASS
    5. IMPACT ON STUDENTS' EXPERIENCE
    6. IMPACT ON STUDENTS' PERFORMANCE
    7. SOLUTIONS AND RECOMMENDATIONS
    8. CONCLUSION
    9. REFERENCES
    10. APPENDIX A: FIRST SURVEY (FROM WINTER SEMESTER OF 2014-2015)
    11. APPENDIX B: SECOND SURVEY (FROM SUMMER SEMESTER OF 2015)
  17. Chapter 10: Academic Writing in the Flipped EFL Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. AN OVERVIEW OF FLIPPED TEACHING
    5. METHODOLOGY
    6. FINDINGS AND DISCUSSION
    7. LIMITATIONS AND FUTURE RESEARCH DIRECTIONS
    8. CONCLUSION
    9. REFERENCES
  18. Chapter 11: Testing a CALL Effectiveness Model
    1. ABSTRACT
    2. INTRODUCTION
    3. REVIEW OF LITERATURE: A REVIEW OF THE FIELD WITH INSIGHTS AND CHALLENGES FOR COMPUTER-ASSISTED SECOND-LANGUAGE ACQUISITION RESEARCH
    4. USE OF TECHNOLOGY FOR LANGUAGE EDUCATION
    5. RESEARCH MODEL FOR TESTING HOW, IF, AND WHEN TO USE CALL (OR NOT)
    6. BRIEFLY REVIEWING THE FIELD
    7. IMPLICATIONS OF ACCEPTED CALL AND CASLA PRINCIPLES FOR IMPROVING INSTRUCTION
    8. CALL EFFECTIVENESS RESEARCH MODEL PROPOSED
    9. GOOD FOCUS QUESTIONS FOR CALL RESEARCH AND PRACTICE
    10. ESSENTIAL QUESTIONS TO ASK ABOUT EFFECTIVENESS
    11. REFERENCES
  19. Chapter 12: Integrating Recent CALL Innovations into Flipped Instruction
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND AND PEDAGOGICAL FOUNDATIONS
    4. FLIPPING YOUR CLASSES
    5. FLIPPED LEARNING AS AN INSTITUTIONALIZED PRACTICE
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
  20. Compilation of References
  21. About the Contributors