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Learner Autonomy and Responsibility: Self-learning Through a Flipped Online EFL Course

  • Hsin-chou HuangEmail author
Chapter
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Part of the New Language Learning and Teaching Environments book series (NLLTE)

Abstract

Flip teaching redesigns the classroom by engaging students with pre-class lectures on content so teachers can better utilize class time to guide students toward active learning through participation. By employing an online English as a foreign language (EFL) reading course according to the tenets of flipped teaching methodology, this study examined the effects of flipping on learner autonomy. The researcher created an in-house platform from which students could download videos, each containing before-, during- and after-reading stages. The 38 participating freshman English students from a national university in Taiwan completed four flipped reading lessons during one semester. Results of using this method showed that students assumed greater responsibilities for learning, increased their autonomy during classroom activities, were more independent as decision-makers and were also willing to engage in out-of-class learning.

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Copyright information

© The Author(s) 2020

Authors and Affiliations

  1. 1.National Taiwan Ocean UniversityKeelungTaiwan

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