Title

Gamifying the flipped classroom

Document Type

Journal article

Source Publication

Innovation in Language Learning and Teaching

Publication Date

5-9-2019

Volume

Advance online publication

Publisher

Taylor and Francis

Keywords

Flipped classroom, game-based learning, active learning, collaboration, learning motivation

Abstract

Flipped classrooms emphasise a learner-centred and results-oriented approach. They have been widely adopted in recent years, to enhance the effectiveness of student learning and encourage students to understand and apply new information. This approach is also regarded as a type of blended learning, given that tutors decide on the pre-class work, which is often characterised by online materials, and in-class time is devoted to collaborative tasks. This paper proposes teaching English narrative genres by combining digital drawing with active learning approaches – storymaking and storytelling. It also examines Hong Kong university students’ perceptions of gamified flipped classrooms, as well as their understanding of the narrative concepts taught. Based on a combination of surveys, narrative writing scores, and focus group interviews, this study found that participants regarded the group-based game task as more effective than the group discussion task. The collaborative group-based game fostered a positive classroom atmosphere, served as a review session that allowed students to identify areas for improvement and prepare for the exit examination, and reduced their anxiety and reticence toward using English. These findings confirmed previous research findings that students’ behavioural, cognitive, and motivational engagement could be enhanced through a gamified flipped classroom. Pedagogical implications for ESL teachers were also discussed.

DOI

10.1080/17501229.2019.1614185

Print ISSN

17501229

E-ISSN

17501237

Publisher Statement

Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Full-text Version

Publisher’s Version

Language

English

Recommended Citation

Ho, J. (2019). Gamifying the flipped classroom: How to motivate Chinese ESL learners? Innovation in Language Learning and Teaching. Advance online publication. doi: 10.1080/17501229.2019.1614185

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