p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet

Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2020 Volume 10
Deomed Publishing
Journal Logo
Volume 9, Issue 3, December 2019,
Page(s): 279-289
Original Empirical Research
Received: March 18, 2018; Accepted: January 5, 2019; Published online: August 2, 2019
doi:10.2399/yod.19.003; Copyright © 2019, Deomed
Effectiveness of Flipped Classroom in Teaching Basic English Courses
Seema Arif1 ORCIDID (E-mail), Irfana Omar2 ORCIDID
1University of Management and Technology, Lahore, Pakistan
2University of Central Punjab, Lahore, Pakistan
Universities all over the world are in search of innovative methods to ensure purposeful learning such as. Declarative accelerated blended learning (DABL) and flipped classrooms. No such interactive technology has so far been used in the higher education institutions of Pakistan. A pilot was carried out in the social sciences faculty of a private university to measure the effect of DABL on student learning in the Basic English courses. The aim of this quantitative study is to explore the effectiveness of innovative learning design and use of flipped classroom by using Transparent Language Online (TLO) in teaching of basic English courses to undergraduate students. A needs-specific learning design was crafted integrating pedagogy with computer-mediated technology that can effectively cater to students' individual deficiencies rather than adopting a universal, one-size-fits-all model. A standard assessment task (involving the identification and correction of 12 common errors in English language) was implemented. The study was conducted with 270 students, composed of 90 students from each of three different sections. Random stratified sampling was used for the selection of the student sections of each course, and census sampling was used for the selection of students from each section. The results reflected heightened student interest and motivation in learning, resulting in improved academic performance. The study concludes that need-based learning design with integration of technology works best to teach basic English courses to undergraduate students.
Keywords: Computer-mediated technology, declarative accelerated blended learning, flipped classrooms, teaching & learning at higher education, transparent language online (TLO)
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