Abstract
Emerging technology is now providing tremendous learning content online, which allows more diverse and interactive content-based EAP instructions at universities. In the article (Han 2015), I demonstrate that Strayer’s (2007) tech-advanced theoretical framework of flipped learning is an ideal platform where Nation’s (2007) four strands approach can be effectively implemented in ESL settings. As a “platform for successful language learning,” the course resulted in “the significant development of learner autonomy” (Han 2015, p. 98). Based on this experience, I attempted to flip my content-based EAP course at an American liberal arts college in Spring 2014 by using high-quality online content. I observed positive student learning outcomes which resulted in the significant development of content and language mastery among the students, as well as learner autonomy. By sharing the course structure, content, and its implementation, this chapter aims to provide practical suggestions that can be implemented immediately to current content-based EAP programs in higher education settings.
Earlier versions of this paper were presented at the KOTESOL-KAFLE 2014 International Conference, Seoul, Korea (with a focus on the course structure of ESL 1XX) and at the 45th Annual NYS TESOL 2015 Conference, White Plains, NY (with a focus on collaborative curriculum development).
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Acknowledgements
I gratefully thank Mr. Dennis Johnson for his original course design that has become the basis of this article and his permission to share his work.
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Han, Y.J. (2018). Flipping Tech-Enhanced, Content-Based EAP Courses with Online Content. In: Mehring, J., Leis, A. (eds) Innovations in Flipping the Language Classroom. Springer, Singapore. https://doi.org/10.1007/978-981-10-6968-0_14
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