Cilt 16, Sayı 4, Sayfalar 28 - 37 2015-10-05


Ahmet BASAL [1]

386 399

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a) to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b) to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.
Flipped learning, blended learning, English language teaching, Web 2.0 tools
  • Basal, A.,& Aytan T. (2014). Using Web 2.0 Tools in English Language Teaching. International Conference ICT for Language Learning. 7th Edition Pixel. Italy. Retrieved from:
  • ICT4LL7.pdf
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: ISTE.
  • Berryman, S. E. (1993). apprenticeship BRIEFS/Brief01.htm
  • Designing effective learning environments: Cognitive models. Retrieved from
  • Brooks, J. G. (2002). Schooling for life: Reclaiming the essence of learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
  • Chun, D. M., & Plass, J. L. (2000). Networked multimedia environments for second language acquisition. In M. Warshauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 151-170). New York: Cambridge University Press.
  • Day, J., & Foley, J. (2006). Evaluating web lectures: A case study from HCI. Paper presented at the Conference on Human Factors in Computing Systems, Montreal, Quebec, Canada. Retrieved from
  • DeGrazia, J. L., Falconer, J. L., Nicodemus, G., & Medlin, W. (2012). Incorporating screencasts into chemical engineering courses. Paper presented at the 119th Annual Conference of the American Society for Engineering Education, San Antonio, TX. Retrieved from
  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends, 57(6), 14-27.
  • Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology & Society, 16(1), 356-366.
  • Fung, A. C., & Ledesma, J. (2005). Extending the classroom. In A. Tatnall, J. Osorio, & A. Visscher (Eds.), Information technology and educational management in the knowledge society (pp. 47–56). New York, NY: Springer.
  • Hamdan, N., McKnight, P., McKnight, K., Arfstrom, K. M., & Flipped Learning Network,. (2013). The flipped learning model: A white paper based on the literature review titled A review of flipped learning.
  • Hartsell, T., & Yuen, S. (2006). Video streaming in online learning. AACE Journal, 14(1), 31-43.
  • Jonassen, D. & Reeves, T. (1996). Learning with technology: Using computers as cognitive tools. In D. H.Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 693-719). New York:Macmillan.
  • Koehler, M. J., Mishra, P., Hershey, K., & Peruski, L. (2004). With a Little Help From Your Students: A New Model for Faculty Development and Online Course Design. Journal of Technology and Teacher Education, 12(1), 25-55.
  • Krippendorf, K. (1980). Content analysis: An introduction to its methodologies. London, UK: Sage.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43. Retrieved from
  • Mazur, E. (1991). Can we teach computers to teach? Computers in Physics, 5(1), 31–38. Retrieved from
  • Means, B. (1994). Using technology to advance educational goals. In B. Means (Ed.), Technology and education reform: The reality behind the promise (pp. 1-22). San Fransisco: Jossey-Bass Publishers.
  • Millard, E. (2012). 5 reasons flipped classrooms work: Turning lectures into homework to boost student engagement and increase technology-fueled creativity. University Business, December, 26–29.
  • reasons-flipped-classrooms-work Retrieved from
  • Millis, B. J. (1995). Introducing faculty to cooperative learning. In W.A. Wright (Ed.), Teaching improvement practices: Successful strategiesfor higher education (pp. 127– 154). Boston, MA: Anker Publishing Company.
  • Parsons, J., & Beauchamp, L. (2012). From knowledge to action: Shaping the future of curriculum development in Alberta. Edmonton, AB, Canada: Alberta Education.
  • Rajesh, M. (2015). Revolution in communication technologies: impact on distance education. Turkish Online Journal of Distance Education-TOJDE, 16(1), 62-88.
  • 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.
  • Seljan, S., Banek M., Špiranec, S., & Lasić-Lazić, J. (2006). CALL (computer-assisted language learning) and distance learning. In P. Biljanović & K. Skala (Eds.), MIPRO 2006: 29th International Convention ((pp. 145–150). Opatija Croatia: Proceedings.
  • Shephard, K. (2003). Questioning, promoting and evaluating the use of streaming video to support student learning. British Journal of Educational Technology, 34(3), 295-308.
  • Strayer, J. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an
  • system. (Doctoral dissertation). Retrieved
  • from Thyagharajan, K. K., & Nayak, R. (2007). Adaptive content creation for personalized e- learning using web services. Journal of Applied Sciences Research, 3(9), 828-836.
  • Tucker, B. (2012). The flipped classroom. EducationNext, 12(1), 82–83. Retrieved from
  • Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum.
  • Weber, R. P. (1990). Basic content analysis (2nd ed.). Newbury Park, CA: Sage.
  • Wells, P., de Lange, P. A., & Fieger, P. (2008). Integrating a virtual learning environment into a second-year accounting course: determinants of overall student perception. Accounting & Finance, 48(3), 503-518.
  • Whitley-Grassi, N., & Baizer, J. S. (2010). Video lecture capture in physiology courses: Student attendance, video viewing and correlations to course performance. International Journal of Instructional Technology and Distance Learning, 7(10), 31-38.
Birincil Dil en
Dergi Bölümü Articles

Yazar: Ahmet BASAL

Bibtex @ { tojde176933, journal = {Turkish Online Journal of Distance Education}, issn = {1302-6488}, address = {Anadolu Üniversitesi}, year = {2015}, volume = {16}, pages = {28 - 37}, doi = {10.17718/tojde.72185}, title = {THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN LANGUAGE TEACHING}, language = {en}, key = {cite}, author = {BASAL, Ahmet} }
APA BASAL, A . (2015). THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN LANGUAGE TEACHING. Turkish Online Journal of Distance Education, 16 (4), 28-37. DOI: 10.17718/tojde.72185
MLA BASAL, A . "THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN LANGUAGE TEACHING". Turkish Online Journal of Distance Education 16 (2015): 28-37 <>
Chicago BASAL, A . "THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN LANGUAGE TEACHING". Turkish Online Journal of Distance Education 16 (2015): 28-37
RIS TY - JOUR T1 - THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN LANGUAGE TEACHING AU - Ahmet BASAL Y1 - 2015 PY - 2015 N1 - doi: 10.17718/tojde.72185 DO - 10.17718/tojde.72185 T2 - Turkish Online Journal of Distance Education JF - Journal JO - JOR SP - 28 EP - 37 VL - 16 IS - 4 SN - 1302-6488- M3 - doi: 10.17718/tojde.72185 UR - Y2 - 2017 ER -
EndNote %0 Turkish Online Journal of Distance Education THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN LANGUAGE TEACHING %A Ahmet BASAL %T THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN LANGUAGE TEACHING %D 2015 %J Turkish Online Journal of Distance Education %P 1302-6488- %V 16 %N 4 %R doi: 10.17718/tojde.72185 %U 10.17718/tojde.72185