Abstract
Despite the fact that flipped classroom approach has proved to be successful in developing students' interaction and higher-order skills in many theory-based disciplines, research on its design and implementation in English language teaching (ELT) is limited. Meanwhile, higher education ELT classrooms are more and more characterised with diversity in students' abilities and the target to train students into autonomous and computer literate learners, both of which flipped classroom approach has a promise to deliver. Compared to a learner-centred traditional communicative classroom where teachers do not have effective methods to alleviate mixed abilities problems, a multimodality approach to pre-course online learning activities and resources which are studied by learners at their own pace narrow the proficiency gap of students and prepare them better for more effective interaction in class. Furthermore, to develop students' autonomy, a project-based pedagogy is used in in-class interactive activities design. Data collected from students' survey and comparison of students' pre- and post-course performances show students' higher motivation in learning as well as enhancement in learner autonomy. This workshop shares this structured multimodality model in the design and implementation of a technology-embedded flipped-classroom-based English course for Early Childhood Education pre-service teachers, while hands-on practice opportunities are embedded.
Author Information
Qunfan Mao, The Education University of Hong Kong, Hong Kong
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