Summary of Flipped Learning Action Research

Research Question
What is the impact of flipped learning on beginner-level Japanese EFL learners?

Sub-RQs
・How does flipped learning influence students’ perceptions toward English language learning?
・How does flipped learning influence students’ learning habit?
・How does flipped learning influence students’ speaking performance?
・How does flipped learning influence students’ grammar knowledge?
・What are the student-perceived advantages and/or disadvantages of flipped learning?

Method
1) Pre-Study
Students take pre-study survey, interview test, and grammar test.
2) During-Study
Flipped Learning is implemented: students are instructed to 1) watch videos in which the
teacher lectures grammar points and submit homework prior to the class and 2) work on output
activities during the class based on the pre-acquired knowledge.
3) Post-Study
Students take post-study survey, interview test, and grammar test, whose contents are the same
as those of the pre-study.

The researcher analyzes these results to see there is any change in students’ motivation toward
English learning, study habit, speaking performance, and grammar knowledge over the course of
study.

Period
From April 20 to June 29, 2021.
During this period, the students participate in 18 50-min English Expression Classes, focusing on
grammar and conversation; the class generally meets twice a week.

Subject
16 beginner-level Japanese high school students.

Tool
・Pre-, mid-, and post-surveys, asking about students’ motivation toward English learning and
study habit.
・Pre- and post-grammar tests, consisting of grammar questions covered during the study period.
・Pre- and post-interview tests, consisting of four questions: 1) how are you?, 2) how was your
yesterday?, 3) what’s your plan for this weekend?, and 2) what do you like to do in your free time?
Results
1. After the implementation of flipped learning, the students increased their
・motivation toward English learning (see Appendix).
・study hours at home (See Appendix).
・speaking performance in the English interview; the amount of output increased 34%
(267 357 words) while the length of pauses decreased 79% (340 71 seconds).
・scores on the grammar test; the average score increased from 48% to 60%.
・positive attitude toward Flipped Learning.
2. The students were able to verbalize the benefits of flipped learning.

Conclusions
After the implementation of Flipped Learning, students showed gains in terms of their 1) motivation
toward English learning, 2) study hours, 3) speaking performance, and 4) grammar knowledge,
which suggest a possible positive effect of Flipped Learning on English learning. However, due to
the constraint of action research, it is impossible to establish the causality. That is, since there was
no comparison between an experimental group (i.e., the one which experiences Flipped Learning)
and control group (i.e., the one which does not experience Flipped Learning), it cannot be concluded
that Flipped Learning by itself led to the positive results. For instance, it might be the case that not
Flipped Learning, but other factors—such as student-centered speaking activities during the
classes—resulted in the positive outcome. To qualify the probable effectiveness of flipped learning,
more controlled empirical research will be required.
 Appendix

Survey Results
1. Do you like English?

Pre-Study Mid-Study Post-Study

Analysis
Those who like English increased 45%→63%→62%.

2. Are you motivated to study English?

Pre-Study Mid-Study Post-Study

Analysis
Those who are motivated to study English increased 50%→69%→85%.

「英語学習へのモチベーションがある」「まあある」が 5０％→６９％→８５％にアッ
3. Are you confident in your English skills?
プ。

Pre-Study Mid-Study Post-Study

Pre-Study Mid-Study Post-Study

Analysis
Those who are not confident in English skills decreased 56%→38%→23%.
From the Mid-survey, those who are confident in their English skills (i.e., those
who answer “yes”) emerge.
4. How many hours did you study English at home each day?

Pre-Study Mid-Study Post-Study

Analysis
Those who study more than 1 hour increased 28%→50%→47%. Although the
results slightly vacillate over the course of study, they show the overall increase.

5. How much effort did you put into your English homework?

Pre-Study Mid-Study Post-Study

Analysis
Those who put more than 80% effort into their homework increased
44%→69%→77%.

6. Do you think flipped learning will be effective to improve your English skills?

Pre-Study Mid-Study Post-Study

Analysis
Those who think Flipped Learning is effective increased 67%→81%→85%.
Student responses about the effectiveness of Flipped Learning
*Students were allowed to respond in Japanese or English. Japanese responses have been translated into English.

・I prefer Flipped Learning to traditional learning. Since I am a slow learner, I am not confident in taking notes
during classes. In Flipped Learning, I don’t have to worry about it.
・I prefer watching videos to taking traditional English lessons. I like to communicate with my classmates in English.
・Thanks to Flipped Leaning, I can both preview and review what I learn. So it is easier for me to understand.
・I feel I can learn better since Flipped Learning is fun compared to English lessons in my junior high school.
・I feel that my English improved by experiencing Flipped Learning.
・I can know in advance what I am going to learn during English classes.
・Thanks to Flipped Learning, I can speak English during classes. My learning does not end just by getting
knowledge. I can apply it into the real context.
・During classes, I can re-learn what I learned at home. It’s a good review.
・I can preview what I am going to learn by watching videos and review it during classes. This will enhance
my understanding
・If I don’t watch videos at home, I cannot catch up with classes. This makes me feel I have to work hard.