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Title:
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THE EFFECT OF FLIPPED CLASSROOM WITH PEER INSTRUCTION ON ESL STUDENTS READING COMPREHENSION AND ENGAGEMENT |
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Author(s):
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Hani Alhasani, Fauzy Wan Mohd and Mona Masood |
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ISBN:
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978-989-8533-67-8 |
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Editors:
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Piet Kommers and Guo Chao Peng |
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Year:
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2017 |
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Edition:
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Single |
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Keywords:
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Flipped learning, Framework, Achievement, Engagement, F2F, peer instruction, Reading Comprehension |
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Type:
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Full Paper |
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First Page:
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27 |
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Last Page:
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34 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This study investigated the effects of a pioneering pedagogical approach, Flipped Learning (FL) on undergraduate students during English reading comprehension and engagement. A framework was designed to measure the students engagement while a pre-test and post-test was administered for comprehension. The method requires the students to visit and use the Learning Management System, LMS (Moodle) in their own time and was later questioned on what they learned and how they approached the given task. During the class time, participants were grouped whereby peer instruction (PI) was conducted. Results show that FLO group showed positive results than FLPI group in both achievement test and engagement questionnaire due to its simplicity for students which keep them active with instructors feedback. Furthermore, there was a significant interaction effect for engagement between the flipped learning modes by gender with females reporting higher engagement. |
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