2019 Fiscal Year Research-status Report
Flipped Learning and L2 Motivation
| Project/Area Number |
17K04523
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| Research Institution | Miyagi University of Education |
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Principal Investigator |
リース エイドリアン 宮城教育大学, 教育学部, 准教授 (90590068)
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| Project Period (FY) |
2017-04-01 – 2021-03-31
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| Keywords | Flipped learning / Motivation / Growth Mindset |
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| Outline of Annual Research Achievements |
I compared the mindsets of university students studying second-language pedagogy in a flipped-learning environment and those studying in a traditional classroom environment. The study was conducted for one semester using weekly study diaries and interviews. The results suggested that students with high linguistic self-confidence and a belief that their efforts will lead to success (i.e., a growth mindset) preferred to read the textbook first and only use the videos to confirm the content. Students with low linguistic self-confidence, however, watched the videos as they read the textbook. This suggests that teachers may not have to make videos compulsory for students to watch before the class, but provide them as guides for students with low self-confidence in their language ability.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
The study has been completed and data analyzed. In order for the results to be shared with a wider audience of both researchers and educators, I applied for an extension for this grant, which was approved. Unfortunately, all conferences in which I planned to present the results of the study have been canceled due to the COVID19 pandemic. Therefore, various other methods of presenting the results and gaining feedback are currently being considered.
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| Strategy for Future Research Activity |
I plan to share the results with a wider audience of researchers and educators to get various opinions and perspectives related to both the findings and pedagogical implications. In the future, I will continue conducted flipped learning for classes related to pedagogy. I will also study the effects of flipped learning on classes that are not content-based, such as communication classes and composition classes.
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| Causes of Carryover |
In order for the findings of the study to be shared with a wide audience of researchers and educators, as well as obtain greater feedback from various perspectives, an extension was granted to a fourth year. The remainder of the budget will be used in this final year of the research to attend conferences to share findings and get such feedback.
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