Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

Blended learning models have been extensively used in foreign language environments to extend in-class time as well as reinforce in-class explanations. Among these models, the increasing popularity of flipped learning has given rise to transformative pedagogies that address many of the problems expe...

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Bibliographic Details
Published in:Sustainability 2020-02, Vol.12 (3), p.1110
Main Authors: Andujar, Alberto, Salaberri-Ramiro, María Sagrario, Martínez, María Soledad Crúz
Format: Article
Language:English
Subjects:
Blended learning
Distance learning
Education
Educational technology
English as a second language learning
Flipped classroom
Foreign language instruction
Foreign language learning
Foreign languages
Instant messaging
Language
Language instruction
Learning
Learning processes
Mobile phones
Quantitative analysis
Questionnaires
Social research
Students
Sustainability
Teaching
Technology Acceptance Model
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Summary:Blended learning models have been extensively used in foreign language environments to extend in-class time as well as reinforce in-class explanations. Among these models, the increasing popularity of flipped learning has given rise to transformative pedagogies that address many of the problems experienced in traditional lecture-based classes. In this context, the use of stationary devices to develop flipped learning processes has been a common practice over the last years. However, the ubiquitous characteristics of mobile devices have rarely been investigated to carry out these types of learning methodologies. With this aim, the present investigation explores students’ perceptions and technological acceptance of the implementation of a flipped learning model in two English as a Foreign Language classes. A quantitative analysis was carried out in order to evaluate the information collected in the two groups. Findings yielded a positive perception of the flipped learning experience, particularly in terms of overall satisfaction. In addition, with regard to the use of mobile devices, participants reported ease of use and highlighted the importance of an appropriate design of the video contents for a successful flipped learning experience through mobile devices. Further research into this topic is sought as students also faced difficulties during the project.
ISSN:2071-1050
2071-1050
DOI:10.3390/su12031110