The Effects of Flipped Learning on College Students’ Vocabulary Learning

Abstract

The purpose of the study is to examine the effects of flipped learning in a college ESP class in terms of students’ vocabulary learning and the students’ perceptions of flipped learning. For data collection, 60 seniors of K junior college participated in a flipped learning English class for one semester. The control group was taught by the traditional lecture-based method and the experimental group was taught through the method of flipped learning. A pre-vocabulary test, a post-vocabulary test, and a delayed-vocabulary test were conducted to measure students’ vocabulary knowledge in terms of Nation’s (2013) three dimensions; form, meaning, and use. Then, the students were given a survey questionnaire with open-ended questions. The findings show that there was a significant difference between the vocabulary tests, indicating positive effects of flipped learning classes on vocabulary learning. Flipped learning was more effective to help students learn and memorize the form and meaning of vocabulary than use. The survey results show that students were satisfied with the flipped learning class due to the online visual materials and the collaborative activities in class despite the learners’ burden of having to watch the preview video regularly.