Abstract
Today, flipped classrooms (FC) effectively blend traditional education with social networks, encompassing both in-class and out-of-class environments. The popularity of FC increased its research numbers in many particular contexts and medium. The study specifically focusses on video usage as FC’ medium of learning. Therefore, the present study aims to evaluate the impact of using the video-based flipped classroom on EFL students’ outcome of their English Language learning. Through a meta-analysis, the selected 41 research papers from 2019 to 2023, involving 988 students were analyzed. Employing a quantitative approach, the analysis examines various moderators, including subject, object, duration, context, tools, and interaction. Findings reveal that a medium-sized sample (21-40 students), two teaching models, and multiple tools enhance the impact of video-based flipped classrooms on English learning outcomes. The video-based flipped classrooms significantly improve English learning achievement (effect size = 0.552) in both productive and receptive skills. The duration of the video has no significant effect. Furthermore, FC with video proves suitable for secondary, high school, and university-level students. The study suggests further exploration of theoretical and practical implications for supporting students' English achievement in video-based flipped classrooms.
Author Information
Shofie Nurul Azizah, Yogyakarta State University, Indonesia
Jamilah, Yogyakarta State University, Indonesia
Umi Farisiyah, Yogyakarta State University, Indonesia
Paper Information
Conference: ACE2023
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Azizah S., Jamilah ., & Farisiyah U. (2024) Effectiveness of Video-Based Flipped Classroom on Students’ English Achievements: A Meta-Analysis ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.6
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.6
Comments
Powered by WP LinkPress