Analyzing the Potential of Flipped Classroom in ESL Teaching

Authors

  • Olga Sergeevna Kvashnina Tomsk Polytechnic University
  • Ekaterina Andreevna Martynko Tomsk Polytechnic University

DOI:

https://doi.org/10.3991/ijet.v11i03.5309

Keywords:

ESL teaching, flipped classroom, blended learning, e-course, English for Engineering

Abstract


Despite the buzz around the flipped or inverted classroom as a new trend in educational practice and research, there is a limited number of studies on its effectiveness in English as a Second Language (ESL) teaching. This paper aims at contributing to the field of flipped classroom research by examining and analyzing the outcomes of the experiment conducted at the Tomsk Polytechnic University within the course of English for Engineering. Outlining several challenges, the authors conclude on the significant benefits of the flipped classroom model in ESL teaching including an increase in students’ overall performance on the course, enhancement of students’ motivation and improvement of their autonomous learning skills.

Author Biographies

Olga Sergeevna Kvashnina, Tomsk Polytechnic University

Institute of Physics and Technology Department of Foreign Languages senior teacher

Ekaterina Andreevna Martynko, Tomsk Polytechnic University

Institute of High Technology Physics second-year student

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Published

2016-03-30

How to Cite

Kvashnina, O. S., & Martynko, E. A. (2016). Analyzing the Potential of Flipped Classroom in ESL Teaching. International Journal of Emerging Technologies in Learning (iJET), 11(03), pp. 71–73. https://doi.org/10.3991/ijet.v11i03.5309

Issue

Section

Short Papers