The Effectiveness of the Flipped Learning Approach in Teaching English Reading in the Class Room

In the world of education, it is important to be creative and adaptable teacher to engage students and help them understand the material better. One approach  that's gaining popularity, especially for teaching English reading, is called the flipped learning approach. It is a really effective way to improve reading skill and help students understand English more deeply. Instead of the traditional classroom set up, this approach changes things up by moving direct instruction outside of class and focusing on active learning during class time. By using technology and letting students take charge of their learning, the flipped learning approach has the potential to completely transform the way English reading is taught, making it a powerful and exciting tool in today's schools.  In this essay there are some essential aspects that will be discussed and it will also explore for more information about how effective the flipped learning approach in teaching English reading in the class room by teachers. 

Flipped learning is one of  the most interesting innovations in the modern classroom. It is based on the concept that employing class time for small group activities and personalized attention helps pupils learn more successfully. Teachers then distribute lecture materials and presentations to students to read at home or outside of class, emphasizing active learning. As stated by Hao Yungwei (2016), “One of the most effective student-centered instructional models, the flipped learning approach, reverses the learning process from the traditional classroom by having students review learning materials before coming to class”. This teaching approach is very essential and beneficial for both teachers and students in English reading class.

Besides that, flipped learning also known as the flipped classroom model, it is an approach where teachers change the traditional classroom structure. They move direct teaching outside of class time using videos or online resources, and use in-class time for interactive activities. In teaching English reading, flipped learning has several important benefits. It allows students to learn at their own pace and review videos or resources as needed. This can be done by the students in their own place, so they have more time to prepare them selves before coming to the class, this learning approach makes the teacher not have to give a lot of explanation of the material to be studied, because here the function of the teacher is as a facilitator and students as the center. in this case the teacher only needs to convey about things that are still not understood by students, so that in class the students will discuss more about the reading material they have learned. The activities In-class time is used for discussions, group work, and hands-on exercises, which improve engagement and critical thinking. When using the flipped learning approach teachers can provide different materials based on students' reading abilities and interest, so that there will be some information gap to be discussed with one and another. Another important aspect of flipped learning is to enhanced Teacher-Student Interaction, with direct instruction taking place outside of the classroom, teachers have more opportunities to interact individually with students during in-class activities. This personalized attention allows teachers to provide immediate feedback, clarify doubts, and address specific challenges students may face with their reading comprehension.

Flipped learning encourages students to participate actively and to be engaged. As stated by Strayer, “The students may arrive prepared and actively engage in group projects during class by having access to instructional resources outside of class time, which improves their reading abilities and comprehension (Strayer, 2012). This shows that flipped learning approach is important and practical to be applied in the class room. The role of a professional educator is even more important and often more demanding, in a flipped classroom than in a traditional one. During class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing their work (R. Brewer, S. Movahedazarhouligh. 2018). This shows that the flipped learning approach is very effective and adaptable for use in teaching English reading  in the classroom.

Even though the flipped approach offers numerous advantages for teaching reading in the classroom, there are certain disadvantages that must be taken into consideration. The reliance on technology and internet connectivity is a disadvantage. Videos and other online materials that are necessary for learning may be difficult for students to access if they do not have reliable access or do not have enough devices. Additionally, for students with hectic schedules, the requirement to spend additional time outside of class on video watching or self-study might increase the time load. Due to this, the flipped learning approach to teaching reading also has drawback (Tucker, 2012). Thus, it is crucial for teachers to guarantee proper access to technology and offer flexibility in the learning schedules to meet the demands of their pupils.

In conclusion, the flipped learning approach is an innovative and effective method for teaching English reading in the classroom. By shifting direct instruction outside of class and focusing on active learning during in-class time, it engages students and allows them to take charge of their learning. The approach promotes individualized learning, active participation, differentiated instruction, enhanced teacher-student interaction, and fosters a positive home-school connection. While the approach offers numerous benefits, it is important to address the potential challenges of technology reliance and time management. By ensuring access to technology and providing flexible schedules, teachers can overcome these drawbacks and maximize the benefits of flipped learning in teaching English reading.

 

References:

Hao Yungwei. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92. doi:10.1016/j.chb.2016.01.032

R. Brewer, S. Movahedazarhouligh. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. Journal of Computer Assisted Learning, 34, 409-416, doi:10.1111/jcal.12250.

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.

Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings (Vol. 30, No. 9, pp. 1-18).

Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44-49.