The Flipped Classroom Approach (FCA) has emerged as a promising pedagogical strategy to enhance student motivation and engagement in educational settings. In FCA, students prepare for lessons before attending class and participate in interactive tasks during class time. Although numerous empirical studies have examined the application of FCA to examine English language learning outcomes in university settings, its implementation in elementary education remains under-explored. To address this research gap, this study investigates the impact of FCA on English vocabulary learning and motivation among Taiwanese elementary school students. The study was conducted during the spring semester of 2024 and involved sixth-grade students from two classes in a public elementary school in northern Taiwan. One class received conventional English instruction and served as the control group, while the other participated in flipped classroom instruction as the experimental group. Pre- and post-tests for vocabulary, along with motivation surveys, were administered at the beginning and end of the project to measure vocabulary learning and motivation development. Additionally, semi-structured interviews were conducted at the end of the project to gather participants' perspectives on their experiences with FCA. The findings suggest that, compared to conventional instruction, FCA more effectively promoted vocabulary knowledge and increased learning motivation among elementary school students. Furthermore, students expressed positive attitudes toward FCA in their English learning. Pedagogical implications are discussed to conclude the study.

Authors:
Yi-Mei Wu, National Tsing Hua University, Taiwan
Pannaporn Kaewmark, National Tsing Hua University, Taiwan
Li-Tang Yu, National Tsing Hua University, Taiwan

About the Presenter(s)
Ms. Yi-Mei Wu is currently a Master's Student in the Department of English Instruction at National Tsing Hua University, Taiwan.

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