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Focus groups as a tool to reveal causes of resistance or openness to non-binary gender norms among kindergarten teachers
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In: 11th European Feminist Research Conference: Social change in a feminist perspective ; https://hal.univ-lorraine.fr/hal-03573494 ; 11th European Feminist Research Conference: Social change in a feminist perspective, University of Milano, Bicocca, Jun 2022, Milan, Italy ; https://11efrc.unimib.it/ (2022)
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| 3 |
The Future of Translation in Higher Education: Introduction to the Special Issue
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In: L2 Journal, vol 14, iss 2 (2022)
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A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
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A USER-CENTERED APPROACH TO THE DEVELOPMENT OF AN ELEARNING PROGRAM FOR CLASSROOM TEACHERS OF STUDENTS WITH DISRUPTIVE CLASSROOM BEHAVIOUR
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| 6 |
Language Socialization in a Two-Way Immersion Classroom During the COVID-19 Pandemic: Translanguaging of Spanish-English Bilingual Learners and Their Teachers
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A Path to Decolonizing the Online Classroom
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In: Northwest Journal of Teacher Education (2022)
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Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda ...
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Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda ...
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| 12 |
A Collection of Classroom Instruction ... : A Collection of Classroom Instruction ...
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| 13 |
Case study: Co-creating a flipped feed-in approach to a virtual biochemistry lab assessment: increasing student achievement and engagement in a large, diverse cohort
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| 14 |
EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university
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Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022
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In: Theses: Doctorates and Masters (2022)
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| 15 |
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
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| 16 |
Design and Implementation of an IoT-Based Smart Classroom Incubator
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In: Applied Sciences; Volume 12; Issue 4; Pages: 2233 (2022)
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| 17 |
Preliminary Results on the Development of the Perception of Spanish /e/ and /ei/ by Heritage Learners vs. L2 Learners of Spanish in the Classroom
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In: Languages; Volume 7; Issue 1; Pages: 7 (2022)
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| 18 |
University Students’ Classroom Emotional Climate and Attitudes during and after COVID-19 Lockdown
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In: Education Sciences; Volume 12; Issue 1; Pages: 31 (2022)
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| 19 |
A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19
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In: Proceedings; Volume 80; Issue 1; Pages: 3 (2022)
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Abstract:
The aim of this research is to examine the EFL flipped classroom trend before and during COVID-19 by the frequent types of research designs and topics investigated in the studies. For this purpose, a content analysis was used as the research methodology. A content analysis was implemented for each article regarding research design and subject. A total of 44 research papers from journals listed in the Social Sciences Citation Index (SSCI), Education Resources Information Center (ERIC), Springer, and Scopus were analyzed. Only recent studies between 2017 and 2021 were reviewed because this study aims to analyze papers published immediately before and after the COVID-19 outbreak. First, the results showed writing skills were investigated more than speaking and listening skills. Next, the flipped classroom positively affected EFL learners’ writing, grammar, and speaking anxiety. In addition, the most commonly used research method was the mixed method (n = 25), and the least used was the qualitative method (n = 3) during the years 2017–2021. The findings also revealed that the trend decreased from 2017 to 2018; however, it increased rapidly after 2018. This paper implicates that the recent research trend on flipped classrooms during emergency online L2 education focused on EFL writing, more research is needed to examine other language skills.
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Keyword:
COVID-19; English-as-a-Foreign-Language (EFL); flipped classroom; language teaching
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URL: https://doi.org/10.3390/proceedings2022080003
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| 20 |
Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use
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In: Languages; Volume 7; Issue 2; Pages: 71 (2022)
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