Does the Flipped

Classroom Lead to
Increased Gains of
Learning Outcomes in
ESL/EFL Contexts?
Marie Webb and Evelyn Doman
CATESOL Annual Conference 2015

Overview of
Presentation

Define Flipped Classroom

Discuss Background of Study
Identify Research Questions
Present Findings
Draw Conclusions
Discuss Implications

What is a Flipped Classroom?

typically used in American K-12 system
inverse classroom in which all homework is
done in class and all classwork is done at home
technology-based teaching and learning
method
rarely used at tertiary or in ELS/EFL contexts
rooted in constructivist and problem-based
theories of learning
alternative to traditional teacher-fronted
instruction
goal is for students to engage more in higherorder skills (evaluation, analysis, synthesis) in
the classroom

Literature Review
The literature on the
effects of the flipped
classroom on student
preparedness and
achievement:

Student preference of flipped over

traditional classroom:
Some of the findings from these studies were that:
u the flipped classroom reaches all learners (Davies et al..
2013; Enfield, 2013; Strayer, 2012),
u

the flipped environment promotes student empowerment

(Butt, 2014; McLaughlin et al., 2013), and

the flipped model leads to student preparedness (Morin et

al;, 2013; Findley-Thompson & Mombourquette, 2014; Rowe
et al., 2013), addresses critical thinking skills (Enfield, 2013;
Murphree, 2014; Rowe et al., 2013; Tune et al., 2013) and
promotes computer literacy skills (Rowe et al., 2013).

Student perceptions of
engagement in the flipped
classroom:
u

Bormann (2014) described was that the flipped approach helped to

promote student engagement (Davies, Dean, & Ball, 2013;
Gaughan, 2014; Murphree, 2014; Willey & Gardner, 2013).

Students synthesize the information they learned, to ask questions

as they come up, and to work out problems collaboratively
(Davies, Dean, & Ball, 2013; Gaughan, 2014; Murphree, 2014;
Willey & Gardner, 2013).

Most students complete outside-the-class flipped activities: 73.6%

of the students in Davies, Dean, & Balls (2013) study, 75% in
Gaughans (2014) study; 79% in Murphrees (2014) study; and 80% in
Willey & Gardners (2013).

Student achievement of
learning outcomes:
u

There are isolated case studies that reported increases in student

outcomes from flipped learning environments (Davies et al., 2013;
Mason, Shuman & Cook, 2013; McLaughlin et al., 2013; Murphree,
2014; Strayer, 2012; Tune, Sturek, & Basile, 2013; Wilson, 2013).

Several studies reported no significant difference between the

achievements of students in the flipped versus the non-flipped
classes (Findlay-Thompson & Mombourquette, 2014; Morin et al.,
2013). Though the studies reported no significant differences in
student achievements, students in the flipped classes did report
higher perceptions of a better learning environment than their
fellow students in the non-flipped classes.

Farah (2014) reported the success of the flipped classroom on the

writing performance of high school learners in the Emirates.

Flipping the ESL/EFL

Classroom
u Limited

references related to
flipping ESL/EFL (or language
classes in general)

u Missing

empirical evidence in
support of the model

u Little

to no proof of effectiveness
of flipped methodology

Methods
Contexts,
Participants &
Programs

Contexts of Instruction
Medium of
Instruction
at college/
univ.

Credit or
non-credit
bearing

Required
Course
for
degree or
major

Course Title

USA

English

Creditbearing

Yes

ACE/ESL 49:
Introduction
to Academic
Writing

Macau

English (in
theory)

Creditbearing

Yes

EELC131:
Academic
English 1

Class Contexts

Grading
percentage of
flipped
grammar
assignments

Weekly
Hours of
Instructio
n

Total Hours
of
Instruction

Total
Length

USA

5% of final grade

68

17 weeks

Macau

10% of final
grade

40.5

14 weeks

Common Student Learning

Outcomes in USA and Macau

Students have similar attitudes

(Year 2 research, presented at 2015 TESOL
Toronto)
Cultural context of instruction does not have an effect on students
attitudes toward the use of technology for language learning.

Participants
25

20

15
Macau
USA

10

0
Control (N=25)

Experimental (N=39)

*Only participants that completed pre/post surveys and tests were included in the
data

Participants total (pie chart)

USA, 28
Macau, 36

*Total of 64 participants

Participants and Programs

Program Type

Class type

Ages

Nationalities

USA

2 year community
college

Intermediate
Academic
Writing

17-65
years
old

8 Chinese, 6
Mexico, 4 Iran, 2
Kuwait, 2 USA, 1
Yemen, 1 Spain, 1
Vietnam, 2
Guatemala, 1
Russia

Macau

University, 1st-year
undergraduates

Intermediate
EAP

18-20
years
old

70% Macau locals,

30% Mainland
Chinese

Background of Study
This case study will focus on Year 3
of our research on the flipped model.
Year 1

Year 2

Year 3

4 teachers, Macau

3 teachers, Macau,
USA & Colombia

2 teachers, Macau &

USA

observations,
satisfaction survey,
teacher reflections

observations,
technology surveys,
focus groups, student
and teacher
reflections

grammar instruction,
grammar survey,
Pre-and Post test,
technology surveys,
focus groups

mixed methods
approach

mixed methods
approach

mixed methods
approach

3 experimental; 2
control

3 experimental; 4
control

2 experimental; 2
control

Research Questions
1.

Do ESL/EFL students in a flipped classroom have

a significant difference in gains in grammar SLOs
compared to non-flipped classes?

2.

Do students in flipped classes and non-flipped

classes experience a change in attitudes towards
their grammar skills over time?

3.

Do students in flipped courses differ from

students in traditional classes in their perceived
grammar skills?

4.

Do ESL/EFL students have student buy-in with

the flipped model?

Methods:
Measures &
Data
Collection
Procedures

Data Collection
FOCUS GROUP
DISCUSSIONS

GRAMMAR SURVEY

GRAMMAR TEST

Blind coding individually

Pre- and Post-tests

Pre- and Post-tests

Determine common
codes

4 items

32 items

Re-code according to
most common points

Cronbach Alpha to
determine reliability of
questions

Measured 10
grammatical/syntactical
points

Tally of most common

points

SPSS Descriptive
Statistics for means and
SD

SPSS Descriptive
Statistics for means and
SD

Wilcoxin Signed-Rank Test SPSS T-test to measure

to measure significance
significance of
of differences
differences
Pearson Correlation to
find out which context
the treatment had a
stronger effect

Instruction
u

Over course of 10 weeks, students were

exposed to 10 grammar lessons

Flipped = 10 online videos, online quiz 10

points each, online discussion 2 points each

Non-flipped = 10 teacher-fronted lessons,

paper-quiz followed

Scores not measured due to differences in

time limitations and number of attempts.

Grammar Videos
Video 1: commas 1
Video 2: commas 2
Video 3: commas 3
Video 4: simple present and present progressive
Video 5: Past tense and past progressive
Video 6: present perfect and present perfect
Video 7: parallelism
Video 8: conditionals
Video 9: independent and dependent clauses
Video 10: adjective clauses

progressive

Example Video

Example Flipped Quiz

Example Flipped Discussion

Post

Example Discussion Post

Results of
Statistical
Analyses

Grammar Test Analysis

u

A mixed factorial analysis of variance on the

grammar test was run to evaluate three main
hypothesis:

(1) if there was significant difference between

control group and experimental group;
(2) if there were significant differences between the
pre-test and post-test conditions; and
(3) if there was a significant interaction between
treatment groups and the pre-test/post-test
conditions.

Grammar Test ANOVA Results

*F tests for all three hypothesis were statistically significant.

(1)

(2)

(3)

Students in the experimental group scored higher compared to students in

the control group
Scores in the post-test condition were significantly higher compared to the
pre-test condition
There was a significant interaction effect (stronger effect on the flipped
class) than control class.

Grammar Test Means

(1) Students in the experimental group scored higher compared to

students in the control group .

Grammar Test Post-hoc

comparisons

*There were no significant differences in the other pair-wise

comparisons. The slight difference in starting points (means) between
the control and experimental groups (.62 and .65) were not of
significance and both groups can be considered as starting at the same
level in terms of their grammar skills.

Grammar Survey
u

Cronbach Alpha (reliability)

*Item 3 was deleted from the grammar survey because it was

negatively worded and may have caused respondent confusion, thus
lowering the total reliability score.

Grammar Survey Results

*The in-class grammar lessons in the control group (in both USA and
Macau) did elicit a statistically significant change in students
confidences throughout the semester.

Grammar Survey Correlations

*To see if the effect on the experimental group was larger than the
control group, the Pearson correlation coefficients revealed that the
smaller value of (R=.424) in the experimental group compared with the
larger value of (R=.589) in the control group means there was a larger
effect on the control group than the experimental group.

Focus Group Results

Discussion,
Conclusions, &
Limitations

Discussion
RQ1: Do students in flipped classroom
have significant gains in grammar SLOs
compared to non-flipped classes?
u

The flipped classroom did have a significant

difference in gains on the intended grammar SLOs
compared to the non-flipped classes.

Discussion (cont)
RQ2: Do students in ipped classes and
non-ipped classes experience a change in
attitudes towards their grammar skills over
time?
u

Students in the flipped classes and control classes

both experienced positive changes in attitudes
towards their grammar skills over time.

Discussion (cont)
RQ3: Do students in flipped courses
differ from students in traditional
classes in their perceived grammar
skills?
u

The experimental class did experience a positive statistically

significant change in attitudes, but the effect was smaller than
the control group (R=.424).

Their improvements on their grammar test scores were

significantly significant, and that aligned with their perceptions.

Discussion (cont)
RQ4: Do ESL/EFL students in a flipped
classroom have student buy-in with the
flipped methodology?
u

Yes. In both contexts 77.75% of all the flipped

grammar assignments were completed and this is inline with literature.
Data from flipped classes in Macau and in the United
States showed that students had in fact begun to slow
down and took less interest in completing the
grammar assignments around the mid-point of the
semester (especially weeks 7 and 8).

Discussion (cont)

77.75% of all the flipped grammar assignments were completed. This

figure is in line with the literature which shows that generally 73-80% of
students complete the outside-the-classroom flipped tasks regularly
(Davies, Dean, & Ball, 2013Gaughan, 2014; Murphree, 2014; Willey &
Gardner, 2013).

Discussion (cont)
Percentage of Completed Flipped Assignments

1.2

0.8

USA

0.6

Macau
0.4

0.2

0
FGA 1

FGA 2

FGA 3

FGA 4

FGA 5

FGA 6

FGA 7

FGA 8

FGA 9

FGA 10

Figure 1: Percentage of Flipped Grammar Assignments (FGA) completed in

each context (Macau and USA). FGA includes the averages of the 10
weekly online grammar quizzes and 10 weekly online discussions after
watching corresponding flipped video grammar lectures.

Conclusions
u

Although further investigation on a larger scale

is necessary with learners from various
contexts, findings here suggest that the flipped
approach is a superior methodology and should
be implemented in ESL/EFL classrooms around
the world.

As revising entire curriculum around a flipped

approach which involves teachers learning
about new technologies and applying them into
their classrooms, it is best to be implemented
slowly and with a great deal of training.

Implications
Teachers wishing to flip their classes should keep in mind
the following:
1.

Start by flipping only a small percentage of your

class. Plan before the semester begins which
aspects of the course will be flipped.

2.

Flip modules that are most conducive to

flipping. That is, identify modules in which
online instruction would help to save class-time
for the application of skills gained after
instruction.

3.

Front-end your classes by preparing the

instructional videos and online materials prior to
the start of the semester.

Implications (cont)
Teachers wishing to flip their classes should keep in mind
the following:
4.

Be willing to adapt your lessons depending on

student responses and reactions.

5.

Gather data from your students regarding their

satisfaction with the flipped model, keeping in
mind that it might take at least half of the
semester before students begin to feel more
comfortable with the additional use of
technology.

6.

As you and the students feel more comfortable

with the flipped model, gradually increase the
amount of flipped materials.

Limitations
u Scores

from 10 mini-quizzes not analyzed,

which would have provided additional
quantitative data.

u The

USA control class was a night class in

which students are often not taking other
ESL support classes or college classes
versus the experimental students who
were day students.

Limitations (cont)
u Relatively
u Some

small sample size N=64.

researchers argue that that in order

to have a significant gain on achievement
a teaching strategy has to increase by 40%
(Hattie, 1999). It should be noted there is
no current literature in the flipped model
to support this argument.

Our Publications on the Flipped

Experiment
Doman, E., Webb, M., & Pusey, K. (2015). VDMIS.
Doman, E. & Webb, M. (2014). The Flipped and Non-flipped EFL
Classroom: Initial Reactions from Chinese University Students. Thai
TESOL Journal 27,(1) 13-43. ISSN: 2286-8909
Doman, E. & Webb, M. (2015). Benefits of Flipping an EFL Classroom in
Macao. In E. Doman (Ed.), Reframing English Education in Asia (pp.
157-176). Utah: American Academic Press.
Doman, E. & Webb, M. (under review). The Flipped Experience for Chinese
University Students Studying English as a Foreign Language. TESOL
Journal.
Webb, M., Doman, E., & Pusey, K. (2014, winter). Flipping a Chinese
University EFL Course: What Teachers and Students Think of the Model.
Journal of Asia TEFL, 53-87. ISSN: 1738-3102

References
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. International Society for
Technology in Education: Washington, D.C.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International
Society for Technology in Education: Washington, D.C.

Bolton, M. (2003). Overcoming inertia: Guiding criminal justice students through mid-semester slump. Journal of
Criminal Justice Education, 14(2), 355-370.

Bormann, J. (2014). Affordances of flipped learning and its effects on student engagement and achievement (Masters
thesis, University of Northern Iowa, 2014). Retrieved from
http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/bormann_lit_review.pdf

Bretzmann, J. (2013). Flipping 2.0: Practical strategies for flipping your class. The Bretzmann Group, New Berlin, WI.

Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education &
Accreditation, 6(1), 33-43. Retrieved from http://search.proquest.com/docview/1446438932?accountid=14691

Cockrum, T. (2014). Flipping your English class to reach all learners. Routledge: New York, NY.

Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a collegelevel information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.

References (cont)
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia
students at CSUN. Techtrends: Linking Research & Practice tto Improve Learning, 57(6), 14-27. doi:10.1007/
s11528-013-0698-1

Farah, M. (2014). The impact of using flipped classroom instruction of the writing performance of twelfth grade female
Emirati students in the Applied Technology High School (Dissertation, British University in Dubai, 2014). Retrieved from
http://bspace.buid.ac.ae/bitstream/1234/676/1/120088.pdf

Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business
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Fulton, K. (2014). Time for learning: Top 10 reasons why flipping the classroom can change education. Corwin,
Thousand Oaks, CA.

Gaughan, J. E. (2014). The flipped classroom in world history. History Teacher, 47(2), 221-244.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY:
Routledge.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning
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References (cont)
Lemmer, C. (2013). A view from the flip side: Using the "inverted classroom" to enhance the legal information literacy of
the international LL.M. student. Law Library Journal, 105(4), 461-491.

Mason, G., Shuman, T., & Cook, K. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom
in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435. doi: 10.1109/TE.2013.2249066

McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A, Glatt, D.M. Roth, M.T., Gharkholonarehe, N., & Mumper,
R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American
Journal of Pharmaceutical Education, 77(9), 196. doi: 10.5688/ajpe779196

Morin, B., Kecskemety, K. M., Harper, K. A., & Clingan, P. A. (2013, June 23-26). The inverted classroom in a first-year
engineering course. Paper presented at 120th ASEE Annual Conference & Exposition: Frankly We Do Give a D*mn. 33

Murphree, D. S. (2014). "Writing wasn't really stressed, accurate historical analysis was stressed": Student perceptions of
in-Class writing in the inverted, General Education, university history survey course. History Teacher, 47(2), 209-219

Papadopoulos, C., Santiago-Roman, A., & Portela, G. (2010). Working in progress--Developing and implementing an
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References (cont)
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task
orientation. Learning Environments Research, 15(2), 171. doi:10.1007/s10984-012- 9108-4
Tune, J.D., Sturek, M., & Basile, D. P. (2013, December). Flipped classroom model improves graduate student
performance in cardiovascular, respiratory, and renal physiology. Advances in Physiological Education, 37:(4)
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Willey, K., & Gardner, A. (2013, September 16-20). Flipping your classroom without flipping out. Paper
presented at 41 SEFI Conference, Leuven, Belgium.
https://www.academia.edu/5153284/Flipping_your_classroom_without_flipping_out
Wilson, S. G. (2013, July). The flipped class: a method to address the challenges of an undergraduate statistics
course. Teaching of Psychology, 40, 193-199, doi:10.1177/0098628313487461
Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009). Flipping the classroom to explore active
learning in a large undergraduate course. Proceedings of the American Society for Engineering Education.