Flipped Instruction in CALL: Exploring Principles of Effective Pedagogy

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Author(s): Joy Egbert (Washington State University, USA), David Herman (Meilun Junior High School, Taiwan)and AiChia Chang (Tzu Chi Foundation, Taiwan)
Copyright: 2018
Pages: 14
Source title: Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching
Source Author(s)/Editor(s): Bin Zou (Xi’an Jiaotong-Liverpool University, China)and Michael Thomas (Liverpool John Moores University, UK)
DOI: 10.4018/978-1-5225-5140-9.ch001

Keywords: Educational Technologies / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

Although the literature on flipped instruction to date appears to be relatively atheoretical, the benefits listed in the flipped literature fit well with theories of optimal learning environments and student engagement. This chapter links flipped instruction to these two models to form a theoretical framework for CALL use. The chapter then briefly describes two CALL contexts in which this framework was implemented. The first is a short Mandarin course for teacher education students, and the second is an intensive ESL course that was part of a summer language and culture camp. Observations, student comments and actions, and course documents form the basis for this discussion. The chapter concludes by suggesting how flipped instruction might work in these and other CALL contexts; related issues are also addressed.

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Flipped Instruction in CALL: Exploring Principles of Effective Pedagogy

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