Next generation of language learners need learner-centredness in higher education ELT courses. A Holistic Flipped Classroom model (HFC) has been proposed in this research for such ELT course design. The effectiveness of three key components of the model - an authentic or near-authentic language learning community, flipped teaching, project-based assessment – are examined in an interactive storytelling short course for Early Childhood Education pre-service teachers at a teacher’s university in Hong Kong. A mixed research method of pre- and post-course surveys and interviews was used to measure students’ preference for such a model and their perceived effectiveness of the model on their learning outcomes. Data collected from students' survey and interviews showed students' higher motivation in learning and overall improvement of confidence and story creation as well as moderate enhancement in learner autonomy. This paper shares the design of this holistic flipped classroom model and further recommendations on teacher training and language learning enhancement technology are made. Copyright © 2019 Author.
|Publication status||Published - May 2019|
CitationMao, Q. (2019, May). Holistic flipped classroom model in ELT: Exploring learner engagement and autonomy in an English enhancement course for early childhood education pre-service teachers. Paper presented at the 9th Asian Conference on Language Learning (ACLL): Independence & Interdependence, Toshi Center Hotel, Tokyo, Japan.
- Holistic flipped classroom
- Tertiary-level ESL/EFL teaching
- Learner autonomy
- Project-based assessment
- Technology-enhanced language learning
- Interactive storytelling
- Alt. title: Developing holistic English language learners through flipped learning: Design, implementation, and evaluation of an ECE pre-service teacher English course