You are here:

Video Resources in a Flipped Language Classroom: An Experience of Using Videos to Flip a Mandarin Teaching Module
OTHER

Abstract

In this study, the author used the Flipped Classroom (FC) approach in one Mandarin teaching module with three types of self-produced videos as pre-class learning material. These videos covered grammar rules, usage of vocabulary, and explanation of texts. The paper first briefly explains the rationale of using such teaching videos. To investigate students' perceptions of using those teaching videos in FC, their feedback and video-viewing records were collected and discussed. The findings reveal that, although not every student used video materials, those who used them favoured grammar videos. To improve student engagement and interactivity of pre-class activities in FC, the author suggests that some pedagogical interventions could be applied in future FC approaches. [For the complete volume, "Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education," see ED585162.]

Citation

Chen, Z. Video Resources in a Flipped Language Classroom: An Experience of Using Videos to Flip a Mandarin Teaching Module. Retrieved April 19, 2021 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords