Advising in Language Learning complements the Flipped Classroom in teaching foreign language

The Flipped Classroom Approach is a novel methodology used in language learning. In this set-up, students are tasked to study in their own time, while the class time is dedicated solely for interactions, evaluations, and clarifications. As such, teachers provide the resources online for the students to study by themselves. However, based on personal observations and existing literature, students face a lack of genuine motivation to access the said materials despite their availability and ease of accessibility.

To address this concern without the need to resort to extrinsic motivational strategies, Advising in Language Learning (ALL) was implemented alongside the Flipped Classroom. ALL is a form of student advising that promotes autonomy through reflective dialogue. Through a series of individual consultations with the participants throughout the semester, ALL was found to be complementary to the Flipped Classroom as it promotes a sense of ownership of one’s learning, tailor-fit instruction, performance boosting, balance, and fosters a sense of rapport between the advisor and the student.

The research is an experimental pedagogy and a form of action research specifically targeting novel forms of methodology in foreign language instruction. The study combines the principles of the Flipped Classroom Approach and ALL in an intermediate foreign language class. In particular, it aimed to address challenges of lack of motivation among students in accessing online resources despite their ease of accessibility and availability through a proper implementation of Advising sessions. The problem stated herein is a relevant issue, especially now that the university has since shifted into the blended mode of learning and instruction.

Authors: Danica Anna D. Guban-Caisido (Department of European Languages, University of the Philippines Diliman)

Read the full paper: https://doi.org/10.37237/140403