Student Outcomes, Perspectives, and Experiences in Traditional and Flipped L2 American Sign Language Classrooms: A Partial Replication Study

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jody H. Cripps, Russell S. Rosen, Aimee M. Sever-Hall, Sheryl B. Cooper, Ronald Fenicle
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引用次数: 0

Abstract

Foreign language classrooms have historically used classroom lecture-based approaches for instruction. However, the flipped pedagogical approach was recently introduced into foreign language and other classrooms. Studies of the flipped classroom approach in spoken L2 classrooms have generally found a positive impact on student learning outcomes, perceptions and satisfaction compared with the traditional classroom approach. Cripps et al. (2021) found no difference in student learning outcomes and satisfaction between L2 American Sign Language traditional and flipped classrooms each taught by two different instructors. This study is a partial replication of Cripps et al. (2021) with both classes taught by the same instructor, using the traditional classroom data from the original study and comparing it to new data from the same instructor teaching in the flipped approach. Results show no major differences, suggesting that the flipped classroom approach is as viable as the traditional classroom approach regardless of the instructor.

Abstract Image

学生在传统和翻转的二语美国手语课堂上的成绩、观点和经验:部分复制研究
外语课堂历来使用以课堂讲授为基础的教学方法。然而,翻转教学法最近被引入外语和其他课堂。对二语口语课堂中翻转课堂方法的研究普遍发现,与传统课堂方法相比,翻转课堂方法对学生的学习结果、感知和满意度有积极影响。Cripps等人。(2021)发现,由两名不同的教师分别教授的二语美国手语传统教室和翻转教室在学生学习成绩和满意度方面没有差异。本研究部分复制了Cripps等人。(2021)两个课程都由同一位讲师教授,使用原始研究中的传统课堂数据,并将其与同一位导师以翻转方法教学的新数据进行比较。结果表明,无论教师是谁,翻转课堂方法都与传统课堂方法一样可行。
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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