Effects of a concept mapping‐based flipped learning approach on EFL students' English speaking performance, critical thinking awareness and speaking anxiety.
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| Title: | Effects of a concept mapping‐based flipped learning approach on EFL students' English speaking performance, critical thinking awareness and speaking anxiety. |
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| Authors: | Chen, Mei‐Rong Alice, Hwang, Gwo‐Jen gjhwang.academic@gmail.com |
| Source: | British Journal of Educational Technology. May2020, Vol. 51 Issue 3, p817-834. 18p. 3 Color Photographs, 10 Charts, 1 Graph. |
| Subject Terms: | *Concept mapping, *Flipped classrooms, *English as a foreign language, Critical thinking studies, Speech anxiety |
| Abstract: | The present study explored the impact of concept mapping‐based flipped learning as a listening‐speaking strategy on learning achievement, English as a foreign language (EFL) learners' critical thinking awareness and EFL speaking anxiety. The study utilized a pretest/posttest control and a quasi‐experimental design. Seventy‐two EFL learners were assigned to experimental (n = 37) and control (n = 35) groups. The results of the pretest indicated that the participants of the two groups were homogeneous concerning their proficiency level, critical thinking awareness and EFL speaking anxiety. The experimental group was instructed to construct concept maps after each listening task, and formulated their answers to the required speaking tasks from their concept maps. The results of the posttest indicated that concept mapping has a positive and significant influence on EFL learners' English speaking performance and critical thinking awareness, and can decrease their speaking anxiety. Moreover, the relationships between concept mapping, learning performance, and critical thinking are statistically correlated. The results also revealed a significant negative relationship between speaking anxiety and the other variables. Practitioner NotesWhat is already known about this topic Students learn at their own pace and learn with repeated exposure to the same material to strengthen and deepen their understanding until they acquire the knowledge in flipped learning.The strategy of concept mapping is not only to support learners to organize concepts, but also to develop their ideas.Concept mapping can foster learners' confidence and build up their background knowledge, so it will facilitate their speaking ability.What this paper adds A concept mapping‐based flipped learning as a listening‐speaking strategy is proposed to help improve students' listening and speaking skills, EFL learners' critical thinking awareness, and decrease speaking anxiety.In addition to supporting students' foreign language learning, the results showed that the proposed approach provides positive results on the concept mapping‐based flipped learning for speaking training course.Implications for practice and/or policy The concept maps served as an approach to help students draw complex conceptual relationships and as an outcome measurement.The learners' language performance and critical thinking are positively correlated.The learners' concept mapping scores revealed not only in their performances, but also in speaking, conceptualization, and formulation. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 142971767 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of a concept mapping‐based flipped learning approach on EFL students' English speaking performance, critical thinking awareness and speaking anxiety. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chen%2C+Mei‐Rong+Alice%22">Chen, Mei‐Rong Alice</searchLink><br /><searchLink fieldCode="AR" term="%22Hwang%2C+Gwo‐Jen%22">Hwang, Gwo‐Jen</searchLink><i> gjhwang.academic@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. May2020, Vol. 51 Issue 3, p817-834. 18p. 3 Color Photographs, 10 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking+studies%22">Critical thinking studies</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+anxiety%22">Speech anxiety</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The present study explored the impact of concept mapping‐based flipped learning as a listening‐speaking strategy on learning achievement, English as a foreign language (EFL) learners' critical thinking awareness and EFL speaking anxiety. The study utilized a pretest/posttest control and a quasi‐experimental design. Seventy‐two EFL learners were assigned to experimental (n = 37) and control (n = 35) groups. The results of the pretest indicated that the participants of the two groups were homogeneous concerning their proficiency level, critical thinking awareness and EFL speaking anxiety. The experimental group was instructed to construct concept maps after each listening task, and formulated their answers to the required speaking tasks from their concept maps. The results of the posttest indicated that concept mapping has a positive and significant influence on EFL learners' English speaking performance and critical thinking awareness, and can decrease their speaking anxiety. Moreover, the relationships between concept mapping, learning performance, and critical thinking are statistically correlated. The results also revealed a significant negative relationship between speaking anxiety and the other variables. Practitioner NotesWhat is already known about this topic Students learn at their own pace and learn with repeated exposure to the same material to strengthen and deepen their understanding until they acquire the knowledge in flipped learning.The strategy of concept mapping is not only to support learners to organize concepts, but also to develop their ideas.Concept mapping can foster learners' confidence and build up their background knowledge, so it will facilitate their speaking ability.What this paper adds A concept mapping‐based flipped learning as a listening‐speaking strategy is proposed to help improve students' listening and speaking skills, EFL learners' critical thinking awareness, and decrease speaking anxiety.In addition to supporting students' foreign language learning, the results showed that the proposed approach provides positive results on the concept mapping‐based flipped learning for speaking training course.Implications for practice and/or policy The concept maps served as an approach to help students draw complex conceptual relationships and as an outcome measurement.The learners' language performance and critical thinking are positively correlated.The learners' concept mapping scores revealed not only in their performances, but also in speaking, conceptualization, and formulation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.12887 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 817 Subjects: – SubjectFull: Concept mapping Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Critical thinking studies Type: general – SubjectFull: Speech anxiety Type: general Titles: – TitleFull: Effects of a concept mapping‐based flipped learning approach on EFL students' English speaking performance, critical thinking awareness and speaking anxiety. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chen, Mei‐Rong Alice – PersonEntity: Name: NameFull: Hwang, Gwo‐Jen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 00071013 Numbering: – Type: volume Value: 51 – Type: issue Value: 3 Titles: – TitleFull: British Journal of Educational Technology Type: main |
| ResultId | 1 |
