The Role of Video in the Flipped Language Classroom/Le rôle de la vidéo dans la classe de langue inversée.
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| Title: | The Role of Video in the Flipped Language Classroom/Le rôle de la vidéo dans la classe de langue inversée. |
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| Authors: | Verch, Angelika angelika.verch@univ-grenoble-alpes.fr, Nissen, Elke elke.nissen@univ-grenoble-alpes.fr |
| Source: | Canadian Journal of Learning & Technology. 2020, Vol. 46 Issue 3, p1-23. 23p. 6 Charts. |
| Subject Terms: | *Flipped classrooms, *Language teachers, *Foreign language education, *Direct instruction, Videos |
| Abstract (English): | Flipped classrooms have become a widespread form of pedagogical setting, yet there is no consensus on how to define flipped language learning. Several authors consider the use of videos that prepares in-class activities as an essential component. The study presented in this article examined the actual roles of videos in a corpus of 52 second language teachers' descriptions of flipped language class settings; and analysed using Willis' 1983 framework for video use in the ELT classroom. In the corpus, videos were central in before-class activities, where a large number of videos were used. The type of roles these videos played at a before-class stage showed little overlap with Willis' framework, mainly because many videos played the role of direct instruction. It was found that teachers did not share the same definition of a flipped setting, since in a quarter of the descriptions, not all the criteria applied. Video was not found to be a mandatory component of flipped language classes. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Si la classe inversee est aujourd'hui devenue une forme d'enseignement largement repandue, la definition de ce qu'est une classe inversee en langues ne fait pour autant pas consensus. Plusieurs auteurs considerent le recours a la video lors de la phase preparatoire a distance comme une composante indispensable. Cet article presente l'analyse des roles joues par les videos, au sein d'un corpus de 52 descriptions de classes de langue, faites par des enseignants du secondaire; analyse adoptant le cadre elabore par Willis (1983) pour le recours a la video dans l'enseignement de l'anglais. Dans notre corpus, les videos sont au centre des activites preparatories au presentiel, et le recours a la video est frequent dans cette phase. Le recoupement entre les types de roles de ces videos et ceux identifies par Willis s'avere etre minime, principalement parce que de nombreuses videos jouent un role d'instruction directe. Au niveau de la definition, notre etude permet de voir que tous les enseignants ne partagent pas la meme definition de ce qu'est une classe de langue inversee : dans un quart des descriptions, au moins l'un des criteres definitoires ne s'applique pas. La video n'apparait ici pas comme une composante indispensable de la classe de langue inversee. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Flipped classrooms have become a widespread form of pedagogical setting, yet there is no consensus on how to define flipped language learning. Several authors consider the use of videos that prepares in-class activities as an essential component. The study presented in this article examined the actual roles of videos in a corpus of 52 second language teachers' descriptions of flipped language class settings; and analysed using Willis' 1983 framework for video use in the ELT classroom. In the corpus, videos were central in before-class activities, where a large number of videos were used. The type of roles these videos played at a before-class stage showed little overlap with Willis' framework, mainly because many videos played the role of direct instruction. It was found that teachers did not share the same definition of a flipped setting, since in a quarter of the descriptions, not all the criteria applied. Video was not found to be a mandatory component of flipped language classes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14996677 |
