An exploration of design principles to enhance students' L2 acquisition in a flipped class

Hing Wa Sit, Sijia Guo

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

Abstract

Research has shown that the flipped classroom approach enhances student learning by creating a more interactive and dynamic environment which offers greater flexibility in terms of time, location, and pace of study. Different from the traditional pattern of teaching, students can access teaching and learning content through online interactive activities prior to class and prepare themselves for desired tasks. However, few studies have been undertaken to investigate its impact on student learning outcomes in second language acquisition. Traditional models of Chinese language teacher education generally focus on knowledge-based transmission such as second language learning and acquisition. Nevertheless, recent research has demonstrated that teaching a second language should be context-based. In most Australian universities, language units other than Chinese (e.g. Japanese, French, and German) are currently offered online. To bridge this gap, a set of audio-visual materials were designed and developed to help students flip the classroom as part of a pilot study that adopted a functional model of language teaching. This current study expanded upon the preliminary body of work and investigated second language (L2) learners’ use of captions while watching videos in Chinese and its impact on expected learning outcomes. Both quantitative and qualitative research methods were employed to gain students’ perceptions of (a) how the captioned videos affected their second language acquisition in their undergraduate Chinese language units and (b) their learning experiences in a flipped class. The research findings provide a theoretical and practical framework for the design of a teaching model for language teachers other than Chinese, one that supports the development of dynamic activities, enhances interaction, and enables flipped learning in the classroom. The results shed light on this current trend in teacher education, promoting the application of innovative pedagogical practices using technology in the digital era.
LanguageEnglish
Title of host publicationDigital humanities and new ways of teaching
EditorsAnna Wing-bo Tso
Place of PublicationHong Kong
PublisherSpringer, Springer Nature
Chapter7
Pages111-131
Number of pages21
ISBN (Electronic)9789811312779
ISBN (Print)9789811312762
DOIs
Publication statusPublished - 2019

Publication series

NameDigital Culture and Humanities : Challenges and Developments in a Globalized Asia
PublisherSpringer
Volume1
ISSN (Print)2520-8640

Fingerprint

language
learning
student
Teaching
language acquisition
classroom
teacher
video
visual material
quantitative research
qualitative method
research method
qualitative research
education
flexibility
university
trend
interaction
knowledge
experience

Keywords

  • technology innovations and pedagogy
  • second language acquisition
  • digital resources in L2 learning and teaching
  • teacher education
  • curriculum development

Cite this

Sit, H. W., & Guo, S. (2019). An exploration of design principles to enhance students' L2 acquisition in a flipped class. In A. Wing-bo Tso (Ed.), Digital humanities and new ways of teaching (pp. 111-131). (Digital Culture and Humanities : Challenges and Developments in a Globalized Asia; Vol. 1). Hong Kong: Springer, Springer Nature. https://doi.org/10.1007/978-981-13-1277-9_7
Sit, Hing Wa ; Guo, Sijia. / An exploration of design principles to enhance students' L2 acquisition in a flipped class. Digital humanities and new ways of teaching. editor / Anna Wing-bo Tso. Hong Kong : Springer, Springer Nature, 2019. pp. 111-131 (Digital Culture and Humanities : Challenges and Developments in a Globalized Asia).
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Sit, HW & Guo, S 2019, An exploration of design principles to enhance students' L2 acquisition in a flipped class. in A Wing-bo Tso (ed.), Digital humanities and new ways of teaching. Digital Culture and Humanities : Challenges and Developments in a Globalized Asia, vol. 1, Springer, Springer Nature, Hong Kong, pp. 111-131. https://doi.org/10.1007/978-981-13-1277-9_7

An exploration of design principles to enhance students' L2 acquisition in a flipped class. / Sit, Hing Wa; Guo, Sijia.

Digital humanities and new ways of teaching. ed. / Anna Wing-bo Tso. Hong Kong : Springer, Springer Nature, 2019. p. 111-131 (Digital Culture and Humanities : Challenges and Developments in a Globalized Asia; Vol. 1).

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

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AB - Research has shown that the flipped classroom approach enhances student learning by creating a more interactive and dynamic environment which offers greater flexibility in terms of time, location, and pace of study. Different from the traditional pattern of teaching, students can access teaching and learning content through online interactive activities prior to class and prepare themselves for desired tasks. However, few studies have been undertaken to investigate its impact on student learning outcomes in second language acquisition. Traditional models of Chinese language teacher education generally focus on knowledge-based transmission such as second language learning and acquisition. Nevertheless, recent research has demonstrated that teaching a second language should be context-based. In most Australian universities, language units other than Chinese (e.g. Japanese, French, and German) are currently offered online. To bridge this gap, a set of audio-visual materials were designed and developed to help students flip the classroom as part of a pilot study that adopted a functional model of language teaching. This current study expanded upon the preliminary body of work and investigated second language (L2) learners’ use of captions while watching videos in Chinese and its impact on expected learning outcomes. Both quantitative and qualitative research methods were employed to gain students’ perceptions of (a) how the captioned videos affected their second language acquisition in their undergraduate Chinese language units and (b) their learning experiences in a flipped class. The research findings provide a theoretical and practical framework for the design of a teaching model for language teachers other than Chinese, one that supports the development of dynamic activities, enhances interaction, and enables flipped learning in the classroom. The results shed light on this current trend in teacher education, promoting the application of innovative pedagogical practices using technology in the digital era.

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Sit HW, Guo S. An exploration of design principles to enhance students' L2 acquisition in a flipped class. In Wing-bo Tso A, editor, Digital humanities and new ways of teaching. Hong Kong: Springer, Springer Nature. 2019. p. 111-131. (Digital Culture and Humanities : Challenges and Developments in a Globalized Asia). https://doi.org/10.1007/978-981-13-1277-9_7