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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene: International Society for Technology in Education.
Berrett, D. (2012, February 19). How “flipping” the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from http://www.chronicle.com/article/How-Flipping-the-Classroom/130857
Chenoweth, N. A., Ushida, E., & Murday, K. (2006). Student learning in hybrid French and Spanish courses: An overview of language online. CALICO Journal, 24(1), 115–146.
Christie, F. (2012). Language and literacy in the 21st century, National Literacy and Numeracy Week NSW (video discussion between Associate Professor Alyson Simpson and Professor Frances Christie, Faculty of Education and Social Work, University of Sydney, Australia). Retrieved from http://www.nlnw.nsw.edu.au/vids2012/Christie_Simpson_14299/vid14299.htm
Christie, F., & Martin, J. R. (Eds.). (1997). Genre and institutions: Social processes in the workplace and school. London: Cassell.
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1), 67–77.
Department of International Studies. (2017). Macquarie University. Information on international studies programs. Retrieved, from http://www.mq.edu.au/about/about-the-university/faculties-and-departments/faculty-of-arts/departments-and-centres/department-of-international-studies
Dirgeyasa, W. (2016). Genre-based approach: What and how to teach and to learn writing. English Language Teaching, 9(9), 45–51. https://doi.org/10.5539/elt.v9n9p45
Fern, E. F. (2001). Advanced focus group research. Thousand Oaks: Sage.
Government of Western Australia School Curriculum and Standard Authority. (2015). Chinese: Second language year 11 syllabus. Australia: Western Australia Certificate of Education.
Guo, S., & Möllering, M. (2016). The implementation of task-based teaching in an online Chinese class through web-conferencing. System, 62, 26–38.
Guo, S., & Möllering, M. (2017). Collaborative tasks in web conferencing: A case study on Chinese online. JALTCALL Journal, 13(1), 3–23.
Hall, M. (2015). Bringing digital humanities into the classroom. The Innovative Instruction Blog, Johns Hopkins University [Blog post]. Retrieved from https://ii.library.jhu.edu/2015/04/03/bringing-digital-humanities-into-the-classroom/
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93–116.
Hampel, R. (2012). Multimodal computer-mediated communication and distance language learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Hoboken: Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0811
Hyland, K. (2003). Second language writing. London: Cambridge University Press.
Karanicolas, S., & Snelling, C. (2010). Making the transition: Achieving content connectivity and student engagement through flexible learning tools. In Proceedings of the Distance Education Association of New Zealand (DEANZ) conference. Wellington, New Zealand. Retrieved from http://flanz.org.nz/flanzorg/wp-content/uploads/2016/DEANZ%202010.pdf
Karanicolas, S., Snelling, C., & Winning, T. (2016). The flipped classroom explained. Retrieved from http://www.adelaide.edu.au/flipped-classroom/about/
Kozar, O. (2015). Language education via audio/videoconferencing (LEVAC): A discursive investigation. Linguistics and Education, 31, 86–100.
Markham, P., & Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), 331–341.
Martin, J. R. (1999). Factual writing: Exploring and challenging social reality. Melbourne: Deakin University Press.
McLaren, A. (2011). Asian language enrolments in Australian higher education 2008–9 (Report commissioned by the Asian Studies Association of Australia). Melbourne: ASAA.
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., & Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236–243.
Orton, J. (2016, March 15). Australians are too lazy to master Chinese. Sydney Morning Herald. Retrieved from http://www.smh.com.au/national/australias-potential-in-china-lost-in-translation-20160314-gni7zt.html
Pritchard, M. (2015). Experiential Chinese: Authentic immersion and interactive language learning. In M. S. K. Shum & I. Hill (Eds.), Infusing IB philosophy and pedagogy into Chinse language teaching (pp. 61–88). Melton: John Catt.
Rothery, J., & Stenglin, M. (1994). Writing a book review: A unit of work for junior secondary English – “Write it Right” resources for literacy and learning. Sydney: Metropolitan East Disadvantaged Schools Program.
Scida, E., & Saury, R. (2006). Hybrid courses and their impact on classroom performance: A case study at the University of Virginia. CALICO Journal, 23(3), 517–531.
Sit, H. W., & Meshram, K. (2016). A study on international students’ perceptions of quality learning in Australia. The International Journal of Pedagogy and Curriculum, 23(3), 1–11.
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), 43–53.
Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38(3), 422–427.
Tomlinson, B. (2010). Principles and procedures of materials development. In N. Harwood (Ed.), Materials in ELT: Theory and practice (pp. 81–108). Cambridge: Cambridge University Press.
Tomlinson, B. (2011). Materials development in language teaching (2nd ed.). Cambridge: Cambridge University Press.
Tsung, L., Shum, S. K., & Ki, W. W. (2009). Assessing Chinese for ethic minority learners in Hong Kong. Hong Kong: Centre of Advancement of Chinese Language Education and Research (CACLLER), Faculty of Education, University of Hong Kong.
Wang, D., Moloney, R., & Li, Z. (2013). Towards internationalizing the curriculum: A case study of Chinese language teacher education programs in China and Australia. Australian Journal of Teacher Education, 38(9), 116–135. https://doi.org/10.14221/ajte.2013v38n9.8
Welles, E. B. (2004). Foreign language enrollments in United States institutions of higher education. ADFL Bulletin, 35(2–3), 413–419.
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language, Learning and Technology, 14(1), 65–86.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Sit, H.Hw., Guo, S. (2019). An Exploration of Design Principles to Enhance Students’ L2 Acquisition in a Flipped Class. In: Tso, A.Wb. (eds) Digital Humanities and New Ways of Teaching. Digital Culture and Humanities, vol 1. Springer, Singapore. https://doi.org/10.1007/978-981-13-1277-9_7
Download citation
DOI: https://doi.org/10.1007/978-981-13-1277-9_7
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-1276-2
Online ISBN: 978-981-13-1277-9
eBook Packages: Social SciencesSocial Sciences (R0)