An Exploratory Study of Learners’ Perceptions About the Effectiveness of Active Learning Approaches
DOI:
https://doi.org/10.17507/jltr.1405.10Keywords:
active learning, flipped learning, problem-based learning, reflective writing, critical thinkingAbstract
This study reports on the results of a mixed-methods study conducted at Sultan Qaboos University, Oman, which aimed at exploring students’ overall perspectives and their perceptions of the benefits and challenges involved in active learning approaches, namely flipped instruction, problem-based learning, Socratic questioning and critical thinking, and reflective writing, employed in an English language and skills course. Results revealed that overall students valued the active learning strategies adopted in the course. More specifically, developing learners’ language, academic, and 21st century skills (analysis, critical thinking and evaluation, problem solving, and synthesis), fostering learners’ autonomy and metacognitive skills, and enhancing learners’ motivation and engagement in the learning process were considered the main benefits of these active learning strategies. The study also indicated that novelty of active learning strategies to learners, the heavy workload, learners’ inadequate academic skills, poor collaboration and communication skills in team-based tasks, and limited linguistic and technological abilities constituted the major challenges associated with these strategies. The study contributes to the English as a Foreign Language (EFL) knowledge base and has implications for the teaching and learning of EFL in the context of Oman and similar educational settings.
References
Abasaid, M. & Ferreira, M. (2022). Perception and knowledge of critical thinking: A qualitative research study with professors of higher education in Oman. Journal of Educational Studies and Multidisciplinary Approaches (JESMA), 2(2), 173-190. doi:10.51383/jesma.2022.38
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers and Education, 126(2018), 334-345. doi:10.1016/j.compedu.2018.07.021
Al-Busaidi, S., Tuzlukova, V. (2021). Skills for the 21st century in higher education in Oman. Academia Letters, Article 199. doi:10.20935/AL199
Al-Busaidi, S., Yusuf, T., & Reinders, H. (2021). A model for implementing problem-based language learning: Experiences from a seven-year journey. International Journal of Learning, Teaching and Educational Research, 20(1), 1-21. doi:10.26803/ijlter.20.1.1
Beed, P. L., Ridgeway, V. G., Brownlie, F., & Kalnina, S. (2005). The power of reflective writing for students and teachers. Reading, Writing, Thinking: Proceedings of the 13th European Conference on Reading, 163-167. Retrieved January 13, 2022, from https://nursing-midwifery.tcd.ie/assets/director-staff-edu-dev/pdf/ThePowerOfReflectiveWritingForStudentsAndTeachers-Beed.pdf
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. USA: International Society for Technology in Education. Retrieved January 14, 2022, from https://www.readpbn.com/pdf/Flip-Your-Classroom-Reach-Every-Student-in-Every-Class-Every-Day-Sample-Pages.pdf
Berkson, L. (1993). Problem-based learning: Have the expectations been met? Academic Medicine, 68(10), 79-88. doi:10.1097/00001888-199310000-00053
Brockbank, A., & McGill, I. (1998). Facilitating learning in higher education. London: Society for Research into Higher Education.
Cambridge Assessment International Education. (April 2020). Active learning. Retrieved October 24, 2022, from https://www.cambridgeinternational.org/Images/271174-active-learning.pdf
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). California: SAGE Publications.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. doi:10.1119/1.1374249
Ertmer, P. A., & Newby, T. J. (2013). Behaviourism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. doi:10.1002/piq.21143
Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioural Sciences, 206(2015), 205-209. doi: 10.1016/j.sbspro.2015.10.006
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. doi:10.1073/pnas.1319030111
Garver, M. S., & Roberts, B. A. (2013). Flipping & clicking your way to higher-order learning. Marketing Education Review, 23(1), 17-22. doi:10.2753/MER1052-8008230103
Gasmi, A. (2018). An investigation of the impact of flipped instruction on EFL Students’ engagement in academic writing classes: A case study of foundation students in Oman (No. 28018368) [Doctoral dissertation, University of Liverpool]. ProQuest Dissertations and Theses database.
Gray, D. E. (2014). Doing research in the real world (3rd ed.). London: SAGE Publications.
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133. doi:10.1177/1558689806298224
Kane, L. (2004). Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23(3), 275-286. doi:10.1080/0260/37042000229237
Khemlani, M. D., & Kochappan, G. (2006). Reflection as a language learning and teaching device. Retrieved January 13, 2022, from https://www.researchgate.net/publication/284180511_Reflection_as_a_Language_Learning_and_Teaching_Device
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education, 22(2014), 37-50. doi:10.1016/j.iheduc.2014.04003
Kvashnina, O. S., & Martynko, E. A. (2016). Analyzing the potential of flipped classroom in ESL Teaching. International Journal of Emerging Technologies (IJET), 11(3), 71-73. doi:/10.3991/ijet.v11i03.5309
Lane-Kelso, M. (2014). Mobiles and flipping in Oman: Bloom buys a smart phone. Journal of Information Technology and Application in Education, 3(2), 67-76. doi: 10.14355/jitae.2014.0302.03
Leondari, A. (2007). Future time perspectives, possible selves, and academic achievement. New Directions for Adult and Continuing Education, 2007(114), 17-26. doi:10.1002/ace.253
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
Michel, M. C., Bischoff, A., & Jakobs, K. H. (2002). Comparison of problem- and lecture-based pharmacology teaching. Trends in Pharmacological Science 23(4), 168-70. doi:10.1016/S0165-6147(00)01940-4
Neisler, O., Clayton, D., Al-Barwani, T., Al Kharusi, H., & Al-Sulaimani, H. (2016). 21st century teacher education: Teaching, learning and assessment of critical thinking skills at Sultan Qaboos University. In M. A. Flores & T. Al Barwani (Eds.), Redefining teacher education for the post-2015 era: Global challenges and best practices (pp. 77-95). Nova Science Publishers.
Nelson, L. P., & Crow, M. L. (2014). Do active learning strategies improve students' critical thinking? Higher Education Studies, 4(2), 77-90. doi:10.5539/hes.v4n2p77
Nguyena, P., Terlouw, C., & Pilot, A. (2006, March). Culturally appropriate pedagogy: The case of group learning in Confucian heritage culture context. Intercultural Education, 17(1), 1-19. doi:10.1080/14675980500502172
Oros, A. L. (2007). Let's debate: Active learning encourages student participation and critical thinking. Journal of Political Science Education, 3(3), 293-311. doi: 10.1080/15512160701558273
Paul, R., & Elder, L. (2007). Critical thinking: The art of Socratic questioning. Journal of Developmental Education, 31(1), 36-37. Retrieved October 24, 2022, from https://www.proquest.com/scholarly-journals/critical-thinking-art-socratic-questioning/docview/228487383/se-2
Perkins, D. (2006). Constructivism and troublesome knowledge. In J. H. Meyer, & R. Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge (pp. 33-47). London: Routledge.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.) Handbook of research on student engagement (pp. 149-172). Boston: Springer. doi.org/10.1007/978-1-4614-2018-7_7
Sani, S. M., Kurniawati, N. and Nurwanti, D. I (2017). The use of reflective writing to improve students’ writing and critical thinking skills. Proceedings of the 10th Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, 331-335. doi: 10.5220/0007166903310335
Smith, M. K. (2009). Communities of practice. Retrieved January 20, 2022, from www.infed.org/biblio/communities_of_practice.htm
Stevenson, J., & Clegg, S. (2011). Possible selves: Students orientating themselves towards the future through extracurricular activity. British Educational Research Journal, 37(2), 231-246. doi:10.1080/01411920903540672
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Research, 2012(15), 171-193. doi:10.1007/s10984-012-9108-4
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.
Tuzlukova, V., & Prabhukanth, K. U. (2018). Critical thinking and problem solving skills: English for science foundation program students’ perspectives. Collection of Papers of the Faculty of Philosophy of the University of Pristina, 48(3), 37-60 doi:10.5937/ZRFFP48-18664
Tuzlukova, V. & Singh, V. (2018). Twenty first century skills through problem-based learning: An ESP perspective. Journal of Teaching English for Specific and Academic Purposes (ESPEAP), 6(3), 413-423. https://doi.org/10.22190/JTESAP1803413T
Webb, M., & Doman, E. (2016). Does the Flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts? The CATESOL Journal, 28(1), 39-67. Retrieved January 13, 2022, from https://files.eric.ed.gov/fulltext/EJ1111606.pdf
Yew, E. H., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75-79. doi:10.1016/j.hpe.2016.01.004
Zimmerman, B. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17. doi:10.1207/s15326985ep2501_2
