Gamifying the flipped classroom: How to motivate Chinese ESL learners?
- Gamifying the flipped classroom: How to motivate Chinese ESL learners?
- Innovation in Language Learning & Teaching, 14(5), 421-435, 2020
- Hong Kong
- 1997.7 onwards
- 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. Copyright ©Routledge.
期刊論文Whole-day or half-day kindergarten? Chinese parents' perceptions, needs, and decisions in a privatised marketplace
期刊論文Voices without words: Doing critical literate talk in English as a second language
期刊論文Using the genre-based approach in teaching chinese written composition to South Asian ethnic minority students in Hong Kong
期刊論文Translanguaging as dynamic activity flows in CLIL classrooms
期刊論文Does obesity persist from childhood to adolescence? A 4-year prospective cohort study of Chinese students in Hong Kong
期刊論文Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”
期刊論文Examining the role of institutional agents and school-based social capital in minority university choice and access