Journal Article

Gamified flipped EFL classroom for primary education: student and teacher perceptions

Zou, Di

2020

Overview

Flipped classroom, as an innovative and effective approach, has been widely applied in language teaching and learning, but little is known about primary students’ and teachers’ perceptions of gamified flipped classroom. This research conducted a 1-year project on gamified flipped English as a foreign language classroom among 277 primary students and 8 teachers. Data concerning students’ and teachers’ perceptions were collected by means of in-class observations, interviews, meeting minutes, researchers’ observation logs, and teachers’ and students’ self-reflections and were analyzed according to the grounded theory and thematic analysis. The results showed that both students and teachers agreed on such advantages of gamified flipped classroom: increased learning motivation and engagement, developed learning skills and confidence, and improved learning performance and outcomes. However, teachers considered pre-class self-learning as an essential part of flipped classroom and played an important role in helping students remember and understand the basic knowledge so that more time was available in class for gamified and interactive activities that aimed to assist students’ applying, analyzing, and evaluating of the knowledge, yet not all students indicated favorable attitude toward it. Such differences were probably related to the students’ understandings of the flipped classroom, English proficiency levels, self-regulated learning skills, and ages.

• Publisher: Springer Berlin Heidelberg,Springer Nature B.V
• Subject: Academic achievement / Beginning teachers / Classroom communication / Classroom Desegregation / Classroom observation / Classrooms / College Students / Competence / Computers and Education / Critical thinking / Distance learning / Education / Educational activities / Educational Environment / Educational Resources / Educational Technology / Elementary education / English as a second language / English as a second language instruction / English language / English proficiency / Flipped classroom / Foreign languages / Game Based Learning / Gamification / Grounded theory / Internet resources / Language acquisition / Language Proficiency / Learner Engagement / Learning / Motivation / Perceptions / Second language learning / Second language teachers / Self instruction / Self regulation / Skills / Student attitudes / Student Motivation / Students / Teacher attitudes / Teacher education / Teacher Educators / Teachers / Teaching / Teaching Methods / Thinking Skills / Time use / University students