Enhancing Grammar Proficiency Through Social Media-Based Flipped Classrooms: A Review
Abstract
This paper explores the enhancement of grammar proficiency through the integration of social media within flipped classroom models, particularly in the context of English as a Foreign Language (EFL) instruction. It examines the potential of social media to facilitate collaborative learning, promote engagement, and provide immediate feedback, thereby enriching the educational experience both inside and outside the classroom. The study highlights the importance of educator collaboration and the establishment of communities of practice to effectively integrate technology into grammar instruction. By analyzing various research findings, the paper aims to provide insights and recommendations for future research, emphasizing the transformative impact of social media on language acquisition and grammar learning. Ultimately, this work advocates for innovative pedagogical strategies that leverage digital tools to foster a more interactive and reflective learning environment.
References
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Leis, A. & Brown, K. (2018). Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?
Lo, C. K., & Hew, K. F. (2017). A Critical Review of Flipped Classroom Challenges in K-12 Education: Possible Solutions and Recommendations for Future Research. *Research and Practice in Technology Enhanced Learning*, 12(1), 1-22.
Mansor, N. & Abd Rahim, N. (2017). Instagram in ESL classroom.
Nazara, S. (2019). The Flipped Classroom Use in EFL Learning and Teaching.
O'Flaherty, J., & Phillips, C. (2015). The Use of Flipped Classrooms in Higher Education: A Scoping Review. *The Internet and Higher Education*, 25, 85-95.
Sun, J. C.-Y., & Wu, Y.-T. (2016). Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms. *The International Review of Research in Open and Distributed Learning*, 17(1), 79-99.
Wang, H., Wang, M., & Li, G. (2022). The use of social media inside and outside the classroom to enhance students’ engagement in EFL contexts. ncbi.nlm.nih.gov
World English Journal, A. & Alshenqeeti, H. (2018). Technology in the Language Classroom: How Social Media is Changing the Way EFL is Taught. osf.io
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Alsulami, D. (2018). A Systematic Review: Incorporating Social Media Tools Into Language Learning.
Bakar Aisyah Hanum, A., Abidin Noor Azlinda, Z., Zuraina, A., Isa Nursyaheedah, M., & Nor Suhardiliana, S. (2018). Teachers’ perceptions of the use of flipped learning approach in learning grammar.
Bakar Aisyah Hanum, A., Abidin Noor Azlinda, Z., Zuraina, A., Isa Nursyaheedah, M., & Nor Suhardiliana, S. (2018). Exploring the use of flipped learning approach in teaching grammar.
Bergmann, J., & Sams, A. (2012). *Flip Your Classroom: Reach Every Student in Every Class Every Day*. International Society for Technology in Education.
Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. *ASEE National Conference Proceedings*, 30(9), 1-18.
Chen, Y., Wang, Y., & Chen, N.-S. (2014). Is FLIP Enough? Or Should We Use the FLIPPED Model Instead? *Computers & Education*, 79, 16-27.
Fan, X. (2022). The development of EFL Learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media. ncbi.nlm.nih.gov
Fulton, K. (2012). The Flipped Classroom: Transforming Education at Byron High School. *The Journal*, 39(3), 18-20.
Giannakos, M. N., Krogstie, J., & Chrisochoides, N. (2014). Reviewing the Flipped Classroom Research: Reflections for Computer Science Education. *Proceedings of the Computer Science Education Research Conference*, 23-29.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. *Journal of Nutrition Education and Behavior*, 47(1), 109-114.
Goodwin, R. (2016). Life Without Grammar Equals Chaos: Introspection on the Value of Grammar & The Educator in EFL/ESL Language Acquisition.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. *The Journal of Economic Education*, 31(1), 30-43.
Leis, A. & Brown, K. (2018). Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?
Lo, C. K., & Hew, K. F. (2017). A Critical Review of Flipped Classroom Challenges in K-12 Education: Possible Solutions and Recommendations for Future Research. *Research and Practice in Technology Enhanced Learning*, 12(1), 1-22.
Mansor, N. & Abd Rahim, N. (2017). Instagram in ESL classroom.
Nazara, S. (2019). The Flipped Classroom Use in EFL Learning and Teaching.
O'Flaherty, J., & Phillips, C. (2015). The Use of Flipped Classrooms in Higher Education: A Scoping Review. *The Internet and Higher Education*, 25, 85-95.
Sun, J. C.-Y., & Wu, Y.-T. (2016). Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms. *The International Review of Research in Open and Distributed Learning*, 17(1), 79-99.
Wang, H., Wang, M., & Li, G. (2022). The use of social media inside and outside the classroom to enhance students’ engagement in EFL contexts. ncbi.nlm.nih.gov
World English Journal, A. & Alshenqeeti, H. (2018). Technology in the Language Classroom: How Social Media is Changing the Way EFL is Taught. osf.io
World English Journal, A., Bahadeen Mohammed Nuri, R., Raza Aziz, A., Ali Saeed, K., Karwan Tofiq, S., & Soran Ahmed, S. (2021). Pedagogical Effects of Social Media on Iraqi Kurd EFL learners. osf.io
Published
2024-09-30
How to Cite
ALMANAFI, Ameen O Saleh et al.
Enhancing Grammar Proficiency Through Social Media-Based Flipped Classrooms: A Review.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 3, p. 276-294, sep. 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/27790>. Date accessed: 05 dec. 2024.
Section
English Section
