Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.9, 2016
108
An EFL Flipped Classroom Teaching Model: Effects on English
Language Higher-order Thinking Skills, Student Engagement and
Satisfaction
Hamad Alsowat
Faculty of Education, Taif University, Taif, P.O.Box:888, Zip code:21944, Saudi Arabia.
Abstract
This study aimed at investigating the effect of a suggested EFL Flipped Classroom Teaching Model (EFL-FCTM) on
graduate students' English higher-order thinking skills (HOTS), engagement and satisfaction. Also, it investigated the
relationship between higher-order thinking skills, engagement and satisfaction. The sample comprised (67) graduate female
students; an experimental group (N=33) and a control group (N=34), studying an English course at Taif University, KSA.
The study used mixed method design; a pre-post HOTS test was carried out and two 5-Likert scale questionnaires had been
designed and distributed; an engagement scale and a satisfaction scale. The findings of the study revealed statistically
significant differences between the two group in HOTS in favor of the experimental group. Also, there was significant
difference between the pre and post administration of the engagement scale in favor of the post administration. Moreover,
students satisfaction on the (EFL-FCTM) was high. Finally, there were high significant relationships between HOTS and
student engagement, HOTS and satisfaction and between student engagement and satisfaction.
Key Words: flipped Classroom; English Language; HOTS; Engagement; Satisfaction.
1. Introduction
1.1 Background of the study:
Traditional teaching is almost teacher-centered which conflicts with the constructivist approaches to teaching and
learning (Brooks, 2002). The problem with traditional lectures –especially in higher education- is a matter of pacing. For
some students, the information presented in class may be known for them; other students may have trouble taking in
information so rapidly, or they may lack the prior knowledge needed for understanding the concepts presented (Goodwin &
Miller, 2013). New trends in teaching and learning seek to enhance student-centered instruction; in which students take
responsibilities of their learning in environments that encourage participation, critical thinking, problem solving, variety of
activities, group work and meaningful interactions instead of rote memorization which results in passive students who are
incapable of growth and development. "For many decades, scholars, political leaders. and the public have been calling the
attention of educators and administrators to embark upon a profound transformation of our institutions of higher education"
(Grazzados-Bezi & College, 2015:69). Consequently, educators suggested various learning models to overcome this
drawback. One of these is the blended learning which involves a mix of face-to-face and online interactions. The goal of
blended learning is to facilitate greater student learning and enhance learner-centered paradigm (Shibley, 2014). Flipped
instruction is a form of blended learning in the way that it connects face-to-face with online learning. But it differs since
outside activities used in flipped classrooms should not be necessarily online; they may involve paper and hard copies
materials. So videos are not mandatory in flipped classrooms and the implementation of instructional videos does not imply
flipping a classroom. The flipped classroom is a unique educational environment which emerged during the last few years
and is quickly gaining in popularity among educators worldwide (Obari & Lambacher, 2015). The flipped classroom is a
pedagogical model where traditional lecture and homework elements of a course are reversed. It inverts traditional teaching
methods, delivers instruction outside of class and moves homework into the classroom (Du, Fu & Wang, 2014). It allows
teachers to spend greater amounts of time tutoring students in place of lecturing them (Wallace, 2014). In the flipped
classroom model, the role of the teacher has changed from a provider of knowledge to a guide, facilitator and organizer
(Basal, 2015).
1.2 Statement of the problem:
Learning English as a foreign language requires the use of new innovations in teaching and learning, since acquiring a
language is almost a social act which involves students' activeness and participation. In the Saudi context, students are not
often exposed to language, so this may result in severe consequences which lead eventually to weakness and poor
achievement of English language. The flipped classroom enables students to be familiar with the English language outside
the classroom by watching educational videos, PowerPoint presentations chosen and prepared by teachers, listening to
audios, and/or reviewing papers related to the course being taught. Inside the classroom, teachers take advantage of class time
to discuss the ideas appeared, to enhance thinking, collaborative learning and to provide different student-centered activities.
There is small research in general on the flipped classroom, more specifically, there is a noticeable absence of work exploring
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.9, 2016
109
flipped instruction in the field of language learning (Egbert, Herman & Cluing, 2015). Research conducted in teaching and
learning English language using flipped instruction dealt with this subject from different perspectives. Some studies (Basal,
2015; AlRowais, 2014; Mehring, 2014) explored students' perceptions and attitudes toward using flipped classrooms. Others
such as (Engin, 2014; Farah, 2014) applied flipped classrooms in teaching English language writing and found that flipped
instruction was effective and had positive impact on students' writing performance. Moreover, Obari & Lambacher's study
(2015) aimed to investigate using mobile technologies in a flipped classroom and revealed that flipped classrooms had a
positive impact on English language achievement. Moran (2014) concentrated on the impact of flipped classrooms on
engagement and found that low motivated students' engagement decreased. This study -to the researcher's best knowledge- is
the first attempt to suggest an EFL Flipped Classroom Teaching Model (EFL-FCTM) and assess its impact on higher-order
thinking skills since flipped instruction ought to enhance these skills due to the innovative activities carried out in class. It
also aims to examine student engagement and satisfaction in the higher education setting in order to bridge the gap in flipped
classrooms research. The current study seeks to answer the following questions:
1. What is the nature of the suggested EFL Flipped Classroom Teaching Model (EFL-FCTM)?
2. What is impact of the EFL-FCTM on students' English language higher-order thinking skills?
3. What is the impact of the EFL-FCTM on student engagement?
4. What is the impact of the EFL-FCTM on student satisfaction?
5. Are there any significant relationships between students' higher-order thinking skills, engagement and satisfaction?
2. Review of Literature:
2.1 The Flipped Classroom:
The constructivist approach to teaching calls on learners to become active classroom participants by placing the
passivity of listening to a lecturer and to devote face-to-face classroom valuable time for peer collaboration, inquiry, and
project-based learning. Traditionally, teachers spend class time introducing basic concepts, explaining ideas, asking students
to read, giving boring lectures and so on. So, classes are teacher dominant. As a reaction to teacher-centered learning, the
flipped classroom gives instructors valuable tools in changing these practices by freeing class time to better assess student
learning and using class valuable time to help students apply the knowledge they gained through online lectures, notes, etc
(Dickenson, 2014; Prodoehl, 2015).
The concept of the flipped classroom is a combination of reversed inside and outside classroom activities. Students
take the responsibility of the outside-classroom activities through watching videos, visiting course-related websites, listening
to audios, reading related references etc. On the other hand, teachers have to create an interactive inside-classroom
environment which enhances pair work, group work, hands-on activities and high-level thinking activities. Ogden,
Pyzdrowski & Shambaugh (2014:49) state that the flipped classroom approach to teaching is "a pedagogical design that
replaces what typically takes place during a face-to-face lecture (passive transfer of knowledge) with engaging activities and
assigns the lecture as homework for students to complete autonomously outside of class".
"The flipped classroom is an instructional approach that educators use to turn the traditional classroom lecture model
into a more active learning classroom" (Keengwe, Onchwari & Oigara, 2014:xviii). Flipped learning is an individualized
learning. In the flipped classroom, teachers are implementing differentiated instruction, problem/project-based learning,
inquiry-based study, so flipped learning is fundamentally learner-centric (Bergmann & Sams, 2014a). The flipped approach
emerged in 2006 and is characterized by the use of Screencasting to deliver instruction that can be accessed at any time and
place (Dickenson, 2014). The flipped classroom is not a synonym for online videos; it is the interaction and the meaningful
learning activities that occur during the face-to-face time. It is an environment where students take responsibility for their
own learning and are engaged in their learning and get a personalized education (Cross & Board, 2014).
In recent years, the flipped classroom has become increasingly popular in higher education . It involves assigning
students to work through the basic content of a course on their own time, often by watching a recorded lecture or completing
a guided reading instead of listening to a traditional in-person lecture and frees up class time for group problem-solving
assignments, demonstrations, experiments, questions and answers, and other engaging experiences (Saitta, Morrison,
Waldrop & Bowdon, 2016:1) The flipped classroom is adaptable to teacher's style, methods, and circumstances; teacher can
personalize his/her version of flipped learning for his/her students and play to their individual strengths as educators
(Bergmann & Sams, 2014a). In the higher education, educators have begun to gradually move parts of their content
distribution outside of the classroom. Therefore, time has been freed up inside of the classroom for further exploration.
Students have positive feedback about the experience, and additionally student assessments and content retention have
improved. (Bane, 2014). Flipped Learning has a deep impact on the professional lives of teachers, but more importantly, it
positively affects the lives of students (Bergmann, & Sams, 2014a).
Educators and instructors have to embrace three considerable ideas tied to the flipped classroom. First, prior
knowledge is required to scaffold deeper learning. Second, students learn best when they are engaged in what they are
learning. Third, the flipped classrooms enable a sustained learning path that continues even after the class ends (Schell &
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.9, 2016
110
Mazur, 2015). Successful flipped learning environments consist of a number of components. The first component is
collaboration because it is difficult to incorporate flipped learning alone. Although the flipped classroom may appear
disorganized, loud, or even messy, but the collaboration taking place in the flipped classroom helps in student learning. The
second is student-centered learning since the flipped classroom learning embraces a shift from teacher-dominant practices,
such as presentations and lecturing to student-centered learning in which a teacher is a facilitator of learning. The third
component is the optimized learning spaces so in flipped classrooms, teachers should not been the focus. The whiteboards,
LCD projectors, videos, and new technology should be in the center of attention of class for more engagement and
dynamicity. Adequate time for implementation is the fourth component in which a great deal of time is required to implement
the various activities that flipped classroom entails. The fifth component is the need of support from administrators.
Implementing the flipped classroom requires cooperation of other teachers and principals to provide professional
development and resources to make the flipped classroom successful. Finally, the IT departments in universities should offer
access to videos, websites and design on and off-line platforms to enhance flipped classroom learning (Bharali, 2014;
Bergmann & Sams, 2014b; Mathews, 2015).
2.2 Higher-order Thinking Skills (HOTS):
Bloom's taxonomy is an instructional framework that is often used to determine the outcomes of teaching and
learning (Bergmann & Sams, 2014b). The revised Bloom's taxonomy has six levels: remembering, understating, applying,
analyzing, evaluating and creating. Creating is the highest level of the cognitive domain. The highest three levels of Bloom's
taxonomy (analyzing, evaluating and creating) are known as higher-order thinking skills (HOTS). When teacher-centered
learning is dominant, teachers exercise too much control over their students, with the result that students tend to learn facts
rather than deep concepts (Koch, 2016), so learning does not go beyond the three lowest levels of Bloom's taxonomy. In the
past two decades, educators discovered that higher-order thinking skills did not appear automatically in most students, so that
specific higher-order thinking skills should be taught explicitly and directly at various points in a unit or during a semester.
(Williams , 2015).
In the flipped classroom, the constructivist theory is obvious since students take their learning responsibilities, so
Bloom's taxonomy is turned upside down. Students have to practice remembering, understating and applying at home through
watching video, visiting course-related websites, listening to audios or at least reading the lesson. In class, teachers help
students analyzing, evaluating and creating the knowledge been assigned. Therefore, teachers spend their valuable class time
with students as they engage in activities that require upper-levels skills of Bloom's taxonomy, which facilitate deeper
learning (Bergmann & Sams, 2014b). Figure 1 explains how higher-order thinking skills (HOTS) and lower-order thinking
skills (LOTS) are treated in the flipped classroom approach.
Figure 1. HOTS and LOTS in the flipped classroom
The ultimate objective in classrooms is to use higher-order thinking skills not because they are superior to facts, but
because higher-order thinking skills encompass lower-order thinking skills. Besides, higher-order thinking skills train
students for real-world application outside the classroom since they involve a series of related problems that contain
important facts to solve instead of just a series of related facts to memorize (Conklin, 2012). In English language classrooms,
language should serve as a means of developing higher-order thinking skills; students do not learn language for its own sake
but in order to develop and apply their thinking skills in situations that go beyond the language (Burns & Richards, 2012).
Higher-order thinking skills increase students' motivation as well as achievement. They increase students' sense of control
over ideas, so thinking is much more fun than memorizing (Brookhart, 2010).
2.3 Engagement in English Language Classrooms:
Engagement plays a vital role in leaning a language since passive students are not capable of learning a language
well. Engagement is defined as "the extent to which students are contributing to activities" (Vinson et. al, 2010:131). It is
also defined as "the extent to which students are actively involved in a variety of educational activities that are likely to lead
Inside
classroom
At
home
HOTS
LOTS
Remembering
Understanding
Applying
Creating
Evaluating
Analyzing
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.9, 2016
111
to high quality learning" (Coates, 2005:26). Kuh (2009) states that student engagement involves a high level of participation
and a high quality of effort in the learning process. For every teaching procedure, students have to access and work with it.
So, teachers should offer interesting and motivating activities for students to guarantee their positive engagement. The design
of the course may influence the engagement level, so flipped classrooms are supposed to be effective since students have to
engage in inside and outside classroom activities. Moreover, the flipped classroom instruction helps students make their own
decisions and promote students' autonomy which enables them to have a vested interest in an activity and can increase
engagement (Pink, 2009).
Research that have been conducted to explore the impact of the flipped on student engagement is almost rare. One of
attempts was Moran's study (2014) which assessed student engagement with the flipped model of instruction in two grade
English Language Arts (ELA) classrooms. The study results indicated flipped method may be one pedagogical tool in an
ELA classroom, but is not a sole means for enhancing engagement of all students. Bormann (2014) explored the effectiveness
of a flipped classroom model on student engagement and achievement and the findings revealed that flipped learning could
afford students a more engaging environment that could lead to higher achievement and a better preparedness for 21st-
century learning. So, there is a demand to more exploration of the impact of the flipped classroom learning on student
engagement.
2.4 Student Satisfaction:
Student satisfaction is the positive attitude toward the teaching and learning activities and experiences implemented
in the flipped classroom. In face-to-face learning, some students are dissatisfied for many reasons. The main reason is the
instructor's dominance over the classroom which causes boring and passivity of students. Another reason is the lack of
interaction between students which result in isolation and unfriendly learning environment. The third reason is the large
amount of duties that students have to perform in and out the classroom. The forth one is the fear of committing mistakes
inside the classroom which may prevent students from participation and questioning. The flipped classroom learning may
solve the dissatisfaction causes since it concentrates on the student-centered learning which makes learning enjoyable and
meaningful. Farah (2014) examined the attitudes of the twelfth grade female Emirati students in the applied technology high
school toward the flipped instruction and found that students’ attitudes towards the flipped instruction proved to be equally
favorable. ALRowais (2014) also explored the impact of flipped learning on achievement and attitudes in higher education
and concluded that there were positive effects of both the students' achievement and their attitudes towards studying courses.
Moreover, Al-Zahrani's (2015) investigation of the students’ views about the flipped classroom revealed that they were
generally satisfied with this approach. In addition, Prefume (2015) explored the effect of a flipped classroom approach in a
Japanese language classroom. The qualitative data revealed that students expressed favorable attitudes towards the flipped
classroom approach. Gross et al. (2015) also examined the effectiveness of the flipped classroom model on student
engagement, student satisfaction, and academic performance. The finding revealed that high levels of student engagement
and course satisfaction characterized the students in the flipped courses. Besides, Hung (2015) examined the possible impacts
of flipping the classroom on English language learners’ academic performance, learning attitudes, and participation levels.
The findings showed that the flip lessons helped the students attain better learning outcomes, developed better attitudes
toward their learning experiences, and devoted more effort in the learning process. As mentioned above, student satisfaction
increased when using the flipped classroom learning. This study examines student satisfaction, too, because the suggested
model being used in this study is different from the previously examined flipped classroom paradigms.
2.5 The Structure of the EFL Flipped Classroom Teaching Model (EFL-FCTM):
The related literature showed some successful attempts to apply the flipped classroom learning. Ogden et al., (2014)
designed a flipped classroom model for teaching algebra to college students using Joyce, Weil & Calhoun (2009) framework.
Another framework was presented by Ogden & Shambaugh (2016) who used an integrated teaching model acknowledging
multiple teaching approaches, including in-class cooperative learning, mentored laboratory activities, and online teaching
videos for teaching algebra. As a result of the absence of flipped classroom models for teaching English as a foreign
language, there is a demand for designing an EFL flipped classroom teaching model to direct EFL instructors to the practical
procedures that can be implemented step by step in EFL classrooms. The EFL flipped classroom teaching model of the
current study is called the "EFL Flipped Classroom Teaching Model (EFL-FCTM).
Deeper understanding of the theories underlying the flipped classroom learning should be considerd in order to
suggest the (EFL-FCTM). The first theory is the Blended Learning Theory (BLT) which is a pedagogical approach to
instruction consisting of face-to-face, computer mediated activities, and online learning. BLT refers to the combination of
multiple aspects of "teaching" and "learning"; it is the organic combination of many different teaching methods, teaching
environment, teaching media and teaching elements. BLT minimizes some of the weaknesses of full online courses by
allowing face time with the instructor and provides an opportunity for clarity of difficult concepts or assignments (Tong et.
al, 2012; Hussey, Fleck, & Richmond, 2015). The second theory is Project-Based Learning Theory (PBLT) which is student-
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.9, 2016
112
centered pedagogy that focuses on a project or problem that is experienced by the students as means for instruction It
involves the solution of a problem; initiatives by the student or group of students; resulting in an end in a considerable length
of time. Project-based learning is one of the most effective ways available to engage students with their learning content, and
for that reason, PBL is now recommended by many educational leaders as a best instructional practice. PBL provides
students with the opportunity to solve real-world problems. The teacher is often viewed as a facilitator who works side-by-
side with students to assist in framing questions and structuring authentic and meaningful tasks while providing critical
feedback to the students (Bender, 2012; Hussey et al., 2015). The third theory is the Cognitive Taxonomy Theory (CTT) that
emphasizes the Bloom's modified cognitive domains which are hierarchical in nature and start with remembering (the lowest
level) and end with creating (the highest level). CTT is a logical fit to understanding the research on flipped classrooms. as
there CTT elements in the flipped classroom format. Bloom's taxonomy is a useful tool for classifying the level of cognitive
demand of intended learning outcomes. It is contended that every classroom teacher should be proficient in employing such a
taxonomy for unpacking his or her curriculum (Gareis & Grant, 2015; Hussey et al., 2015). The fourth theory is the
constructivist active learning in which students' questions are highly valued and students are viewed as thinkers and primarily
work in groups. Students learn more when they take responsibility for their own learning. Constructivist theory views
learning not as sequential and linear, but integrated and complex. Learning is a process that engages the learner in sense-
making activities shaped by prior knowledge. Activities are structured so learners create and control the development of their
own learning from beginning to end (Foote, Vermette & Battaglia, 2013; Keengwe et al., 2014). The fifth one is student-
centered learning in which learning is transformed into a dynamic, interactive learning environment where the educator
guides students as they apply concepts and engage creatively in the subject matter. Without these activities, the flipped
classroom simply does not exist, so the flipped classroom is a suitable approach for a multidisciplinary collaborative learning
environment (Mathews, 2015). The last one is the social interdependence theory (SIT) that its premise is how participants'
goals are structured to determine how they interact and the interaction pattern determines the outcomes of the situation.
Cooperation tends to induce and be induced by mutual assistance, exchange of needed resources, and trust. Positive social
interdependence among students occurs when group members cooperate to achieve a common goal. Students who develop
positive social interdependence have higher self-esteem, better social skills, and higher grades. Positive social
interdependence can be promoted by using cooperative learning strategies and the flipped classroom may be a suitable
environment to promote students' positive social interdependence (Ainsworth, 2013; Johnson & Johnson, 2011).
The suggested (EFL-FCTM) has four phases beginning from out-classroom activities and ending with assessment as
seen in Figure 2. These phases are as follows:
Phase One: The lesson to be flipped is chosen by the instructor; not all lessons can be flipped. The instructor begins to
determine the learning outcomes of the lesson. The learning outcomes are divided into lower-order thinking skills (LOTS)
which include (remembering, understanding and applying) and higher-order thinking skills (HOTS) which include
(analyzing, evaluating and creating). LOTS are stated to be achieved outside the classroom and HOTS should be achieved in
class.
Phase Two: The instructor designs the content through videos, audios, reading materials and/or by any means, and delivers it
to the students before the next class. He should take in consideration that the content covers the lower-order thinking skills.
At home, students watch the videos, reads the materials, listens to the audios and the other materials assigned by the
instructor. They have to remember the information provided, understand the lesson ideas and analyze the content provided.
Phase Three: Inside the classroom, students are engaged in active learning activities, discussions, collaborative learning,
critical thinking skills and so on. Besides, pair and group work are implemented to encourage students participation and
engagement. Most of the class time is devoted for student-centered learning. The instructor role is a facilitator and supporter
of learning; he encourages students to participate and controls the activities been implemented.
Phase Four: At the end of the lesson, students have to do projects, presentations and assignments related to the lesson. These
activities are evaluated by the instructor to make sure that the learning outcomes are achieved. Finally, every step of the
model is evaluated to give a feedback for the whole lesson.