An Integrated Model of Flipped Classrooms and M-Learning in Workplace English

Abstract

The Flipped Learning Model, an innovative model of instruction, was proposed to focus on student learning needs as the driver of instruction. To benefit from this emerging learning/teaching trend, several studies have examined the efficiency of flipping classrooms in terms of improving student performance and engagement. However, none of the previous studies have explored the viability of integrating M-Learning in flipped classrooms, especially in the discipline of workplace English. English language proficiency in the workplace continues to be a top concern among employers in Taiwan who have become increasingly dissatisfied with the English language standards of the university graduates they employ. The aim of the current study is to fill this gap by designing an integrated model for flipped classrooms and M-Learning in workplace English and to investigate the viability of the model. The participants are 48 college students enrolled in Workplace English course. Data collection consists of pre- and post-tests, questionnaire, and in-depth interviews. It is noted that this study is currently ongoing. The preliminary findings reveal that students had positive perceptions of the integrated model which enhanced their communicative competence. Based on the comparison of students’ pre- and post- tests, it is found that the given technological resources helped students improve their English skills for workplace. In addition, those who were more engaged in the instructional design tended to have better improvement than those who were less active. More detailed description will be addressed upon the completion of the study.