Proceedings of The 3rd International Conference on Research in Education
Flipped Learning in an A1 Level Foreign Language Classroom. Does it work?
Blended learning methods have much developed these last years and more particularly Flipped classrooms where the typical elements of a lecture are reversed. Indeed, many educators implemented this approach to teach different subjects including languages. The aim of this current study is to examine the impact of flipped learning implemented with novice learners of French as a Foreign language. This study is undertaken in an A1.1 French elective university course involving 230 beginner students taking online classes. We assessed the results for each topic (5 different topics) through a quiz presented to the students at the end of each lecture. The students that did not have a home preparatory activity scored on average 55% for the quizzes given at the end of the lecture. The flipped learning students scored on average 64% for the same quizzes given at the end of the lecture. In addition, the flipped learning students were assessed through a different quiz at the beginning of the lecture about their preparatory activity and scored on average 57%. Besides, all students answered an anonymous survey about their commitment and feedback regarding the flipped classroom experience. The results show that 88% of the students that responded to the survey have solved the flipped activities before coming to the lecture. 99% of these students agreed that flipped learning helped them to participate and interact during the lecture. On another hand, 90% of the students that did not experienced flipped learning agreed that they would have preferred having a preparatory activity.
Keywords: Beginner students; Blended and online learning; French language; Learners feedback; Students commitment.