Learner-generated materials in a flipped pronunciation class: A sequential explanatory mixed-methods study

Abstract

As a relatively popular practice in recent years, the flipped learning model moves traditional lecturing outside the class, yet it might prove challenging to find appropriate in-class activities that promote research, active learning and higher-order thinking skills. This study attempts to investigate if learner-generated materials could promote active and inquiry-based learning in such a class and help develop positive attitudes towards flipped learning in general. It also seeks to understand the role, perceived value and ease of using authoring tools used to build learning materials in facilitating inquiry-based active learning in the classroom. It adopts a sequential explanatory mixed-methods research design, in which 40 intermediate Turkish learners of English studied various topics in phonetics and phonology by creating learning materials in teams. The analysis of the data from a post-instruction survey and follow-up interviews with 8 participants imply that learner-generated materials produced using user-friendly authoring tools seem to be a good option for learners to get involved in research in a flipped class. The findings also revealed that although the learners reported mostly positive attitudes and that the higher and lower scorers (Moodie Scores) viewed the flipped learning model almost equally valuable, the higher scorers talked more positively about how the course was delivered. However, as the findings indicated, radical changes introduced by both the use of the flipped model itself and new software and a lesson sequence based on thinking, production and research might constitute a major challenge for students that are accustomed to traditional methods.