Student Perceptions of Language Advising as a Complement to the Flipped Classroom
The flipped classroom was implemented in an intermediate-level Italian class in the Philippines. Owing to the difficulties of the flipped classroom as described by existing literature, which includes a general lack of genuine motivation to access the materials needed for autonomous learning, languag...
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| Format: | Article |
| Language: | English |
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Kanda University of International Studies
2023-12-01
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| Series: | Studies in Self-Access Learning Journal |
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| Online Access: | https://sisaljournal.org/archives/vol14/dec23/140403-2/ |
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| author | Danica Anna D. Guban-Caisido |
| author_facet | Danica Anna D. Guban-Caisido |
| author_sort | Danica Anna D. Guban-Caisido |
| collection | DOAJ |
| description | The flipped classroom was implemented in an intermediate-level Italian class in the Philippines. Owing to the difficulties of the flipped classroom as described by existing literature, which includes a general lack of genuine motivation to access the materials needed for autonomous learning, language advising was conducted as a complementary tool to assist in the smooth implementation of the flipped classroom without the need to resort to extrinsic motivational strategies. Five students participated in the language advising sessions which were scheduled four times throughout the semester for each student with a duration of twenty minutes each. Through an open-ended questionnaire, the participants gauged their perceptions of the complementarity of the language advising sessions to the flipped classroom that was implemented throughout the semester. Using thematic content analysis for the open-ended responses, the following themes emerged from the students’ experiences: a sense of control of one’s own learning, personalized instruction, performance boosting and balance, and a fostering of student rapport. |
| format | Article |
| id | doaj-art-c65b6bbe42674ba29c4dbd3710aa9a61 |
| institution | Kabale University |
| issn | 2185-3762 |
| language | English |
| publishDate | 2023-12-01 |
| publisher | Kanda University of International Studies |
| record_format | Article |
| series | Studies in Self-Access Learning Journal |
| spelling | doaj-art-c65b6bbe42674ba29c4dbd3710aa9a612024-12-04T03:24:39ZengKanda University of International StudiesStudies in Self-Access Learning Journal2185-37622023-12-01144438455https://doi.org/10.37237/140403Student Perceptions of Language Advising as a Complement to the Flipped ClassroomDanica Anna D. Guban-Caisido0https://orcid.org/0000-0002-3933-6383Department of European Languages, University of the Philippines Diliman, Quezon City, PhilippinesThe flipped classroom was implemented in an intermediate-level Italian class in the Philippines. Owing to the difficulties of the flipped classroom as described by existing literature, which includes a general lack of genuine motivation to access the materials needed for autonomous learning, language advising was conducted as a complementary tool to assist in the smooth implementation of the flipped classroom without the need to resort to extrinsic motivational strategies. Five students participated in the language advising sessions which were scheduled four times throughout the semester for each student with a duration of twenty minutes each. Through an open-ended questionnaire, the participants gauged their perceptions of the complementarity of the language advising sessions to the flipped classroom that was implemented throughout the semester. Using thematic content analysis for the open-ended responses, the following themes emerged from the students’ experiences: a sense of control of one’s own learning, personalized instruction, performance boosting and balance, and a fostering of student rapport.https://sisaljournal.org/archives/vol14/dec23/140403-2/flipped classroomlanguage advisingforeign language learningitalianphilippines |
| spellingShingle | Danica Anna D. Guban-Caisido Student Perceptions of Language Advising as a Complement to the Flipped Classroom Studies in Self-Access Learning Journal flipped classroom language advising foreign language learning italian philippines |
| title | Student Perceptions of Language Advising as a Complement to the Flipped Classroom |
| title_full | Student Perceptions of Language Advising as a Complement to the Flipped Classroom |
| title_fullStr | Student Perceptions of Language Advising as a Complement to the Flipped Classroom |
| title_full_unstemmed | Student Perceptions of Language Advising as a Complement to the Flipped Classroom |
| title_short | Student Perceptions of Language Advising as a Complement to the Flipped Classroom |
| title_sort | student perceptions of language advising as a complement to the flipped classroom |
| topic | flipped classroom language advising foreign language learning italian philippines |
| url | https://sisaljournal.org/archives/vol14/dec23/140403-2/ |
| work_keys_str_mv | AT danicaannadgubancaisido studentperceptionsoflanguageadvisingasacomplementtotheflippedclassroom |