The Role of Video in the Flipped Language Classroom

Angelika Verch; Elke Nissen

doi:10.21432/cjlt27908

Authors

Angelika Verch Université Grenoble Alpes
Elke Nissen Université Grenoble Alpes

DOI:

https://doi.org/10.21432/cjlt27908

Keywords:

blended learning design, flipped classroom, video, language learning and teaching

Abstract

Flipped classrooms have become a widespread form of teaching. Yet, there is no consensus on how to define flipped (language) learning. Several authors consider the use of videos that prepares in-class activities as an essential principle.

The article presents a study which examined the actual roles of videos in a corpus of 52 descriptions by L2 teachers of flipped language class settings and using Willis’ 1983 framework.

In the corpus videos played a central role in before-class activities; a large number of videos were used. The roles that videos played in before-class activities in the settings did not all correspond to Willis’ framework; those which did not fit corresponded to direct instruction. The definition of a flipped setting was found to be unclear, as in a quarter of the descriptions the criteria did not apply. Video was not found to be necessarily constitutive for flipped language classes.

Author Biographies

Angelika Verch, Université Grenoble Alpes

Angelika Verch is presently a German lecturer at University Lyon 2 (France). She is a certified teacher at secondary school level in German and French and has taught in Germany, France, and USA. She is currently preparing a doctoral thesis on online tasks with video in blended L2 classes.

Elke Nissen, Université Grenoble Alpes

Elke Nissen is Full Professor at University Grenoble Alpes (France). Her research interests focus on blended and online learning, specifically regarding course design, online communication, telecollaboration and tuition within CALL (Computer Assisted Language Learning).

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