The Development of Flipped Learning Model for Foreign Language Class

Abstract

This study aimed to develop a flipped learning (FL) model for foreign language class to improve the learners’ communication skills, based on the ADDIE instructional design method. Radical changes in the educational environment due to the pandemic breakout have brought a crucial transformation in instructional designs. In the current study, the initial FL model for foreign language class was developed by analyzing previous studies and the conceptual frame. The principles of initial FL model were set as self-regulated learning, student-centered learning, collaborative learning, and interaction-facilitated learning. The FL model is composed of 3 phases: Introduction, Before-class learning, and In-class learning. In the phase of introduction, the consensus of applying FL was built among students. In the phase of before-class learning, the basic contents of knowledge; vocabulary, grammar, model conversation, was delivered through the lecture in the type of video clips. The phase of in-class learning CHECK and REPEAT, SUPPLEMENT and EXPAND, and APPLY were taken as the core activities to develop learners’ communication skills. Initial FL model was implemented to 60 students in Korean Conversation 1 class, first semester of 2020 (August to December2020) at M university in Thailand. At the end of the semester, learners’ attitudes and perceptions were investigated through the survey. As a result, the students in general were satisfied with the FL more than traditional instruction. However, the phase of before-class learning turned out both the most challenging and the most beneficial. Students’ lecture evaluation between traditional instruction and FL instruction was used to verify the impact of FL instruction. The mean scores (average 4.68) of all the items in students’ lecture evaluation from FL were higher than those (average 4.40) of traditional instruction. Minor modifications, which include applying student response system, and diversification of group work, were made in the final FL model for foreign class by reflecting the learners’ opinions and suggestions from the survey.