Innovation in Language Learning

Edition 17

Accepted Abstracts

Motivating Learners through Implementing Flipped Classroom Strategy and Content-Based Instruction

Lyudmila Kirova, Sofia University “St. Kliment Ohridski” (Bulgaria)


The paper presents the application of the flipped classroom strategy and how students' motivation is stimulated through work on the content, which involves authentic materials on engaging topics that interest all learners (personal development, healthy eating, conflict resolution, etc). The purpose of the paper is to describe how this type of learning process is modeled. The process starts with delivering instructional content about knowledge acquisition and knowledge construction through homework (studying texts and original documents, watching videos, conducting surveys, experiments and analyzes, doing projects, or other activities that engage learners in content). All the practices aim to get the students to form a concept about the topic being studied. Classwork continues as a structured discussion, debate or presentation, or by finding solutions to issues through collaboration, peer review, group work, brainstorming, etc. The aim here is engaging the learners in collaborative and argumentative practices. The goal of the applied methodology is developing learners’ skills (cognitive, linguistic, organizational, personal). The positive aspects and results of this type of blended learning, the difficulties encountered in its implementation, as well as the ways of overcoming them, are highlighted.

Keywords: Flipped classroom, Content-based instruction, learning motivation, active learning, collaboration.

[1] Cenoz, J. (2015) Content-based instruction and content and language integrated learning: the same or different? Journal Language, Culture and Curriculum, Vol. 28, 2015 – Issue 1: Content-Based Instruction and CLIL: Moving Forward in the 21st Century, pp. 8–24, Published online: 11 Mar 2015.
[2] Chilingaryana, K. and Zvereva, E. (2017) E. Methodology of Flipped Classroom as a Learning Technology in Foreign Language Teaching, 7th International Conference on Intercultural Education “Education, Health and ICT for a Transcultural World”, EDUHEM 2016, 15-17 June 2016, Almeria, Spain.
[3] Demirel, E. E. (2016) Basics and Key Principles of Flipped Learning: Classes Upside Down. International Journal of Languages Literature And Linguistics, Vol. 2, № 3, September 2016, pp. 109–112.
[4] Desaia, Sh. V., Jabeena, Sh. S., Abdul, W. K. and Raoa, S. A. (2018) Teaching cross-cultural management: A flipped classroom approach using films, The International Journal of Management Education, Vol. 16, Issue 3, November 2018, pp. 405-431.
[5] Master Model to Gain Time in Your Classroom. Handbook For Flipping The Classroom. (2014).
[6] Master Model to Gain Time in Your Classroom. Learning Modules: Development of The Learning Objectives. (2014).
[7] Met, M. (1999). Content-based instruction: Defining terms, making decisions. The National Foreign Language Center: Center for Advanced Research on Language Acquisition. Retrieved June 4, 2015.

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