ERIC Number: EJ1094523
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
The Effects of a Flipped English Classroom Intervention on Students' Information and Communication Technology and English Reading Comprehension
Huang, Yu-Ning; Hong, Zuway-R.
Educational Technology Research and Development, v64 n2 p175-193 Apr 2016
The purpose of this study was to explore the effects of a flipped English classroom intervention on high school students' information and communication technology (ICT) and English reading comprehension in Taiwan. Forty 10th graders were randomly selected from a representative senior high school as an experimental group (EG) to attend a 12-h flipped English classroom intervention while another 37 10th graders were randomly selected from the same school to be the comparison group. All participants completed the high school student questionnaire that assessed students' ICT, English reading comprehension at the beginning and end of this study. In addition, 4 target students with the lowest pretest scores on ICT from the EG were selected to be observed weekly and interviewed following the posttest. The findings showed that the EG students' "ICT," and "English reading comprehension" improved significantly during the intervention. The interview and observation results were consistent with the quantitative findings. Educational implications and research recommendations are discussed.
Descriptors: Teaching Methods, Blended Learning, Reading Comprehension, Statistical Analysis, High School Students, Grade 10, Questionnaires, Experimental Groups, Intervention, Pretests Posttests, Information Technology, Asians, English (Second Language), Second Language Learning, Comparative Analysis, Student Attitudes, Scores, Interviews, Instructional Effectiveness, Reading Instruction, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A