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Dissertation/Thesis Abstract

An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom
by Mehring, Jeffrey Gerald, Ed.D., Pepperdine University, 2015, 146; 3680237
Abstract (Summary)

Recently, Japanese higher education has decided to transition from a traditional teacher-centered to a more student-centered, communicative classroom. One promising possibility that could help in the transition is the flipped classroom technique. Examining the lived experiences of Japanese university English as a foreign language (EFL) students who have taken part in a course taught using the flipped classroom technique will help in determining possible benefits of the flipped classroom in EFL higher education in Japan. This study will use a qualitative approach with a case study design to focus on the lived experiences of Japanese EFL university students at Iwate University enrolled in a course taught using the flipped classroom model. This study will focus on the students' impressions, possible changes in study habits, perceived benefits and challenges, and if students experienced higher levels of authentic communication opportunities due to the flipped classroom. By examining the lived experiences of students who have taken part in a course taught using the flipped classroom technique, this study will contribute to the understanding of learning technologies used to support the implementation of a communicative, student-centered learning environment in the undergraduate EFL classroom.

Indexing (document details)
Advisor: Jago, Martine
Commitee: Murphey, Tim, Sparks, Paul
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 76/06(E), Dissertation Abstracts International
Subjects: English as a Second Language, Educational technology, Higher education
Keywords: English as a second language, Flipped classroom, Higher education, Inverted classroom, Lived experiences, Technology
Publication Number: 3680237
ISBN: 978-1-321-52100-9
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