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TITLE PAGE

UNVERSIDAD LAICA VICENTE ROCAFUERTE DE GUAYAQUIL

FACULTAD DE EDUCACIÓN

CARRERA DE EDUCACIÓN MENCIÓN INGLÉS

RESEARCH PROJECT:

THE USE OF THE FLIPPED CLASSROOM AS A METHODOLOGICAL

STRATEGY FOR VOCABULARY ACQUISITION IN THE ENGLISH

LANGUAGE AT UNIDAD EDUCATIVA PARTICULAR “NUESTRA SEÑORA

DEL QUINCHE” IN 2017-2018.

PREVIO A LA OBTENCIÓN DEL TÍTULO DE:

LICENCIADO EN LENGUA INGLESA MENCIÓN EN ENSEÑANZA Y

ADMINISTRACIÓN DE SISTEMAS EDUCATIVOS EN TEFL

AUTHOR

ANDREA DANESSA AVILES GUADALUPE

TUTOR

MTEFL. XAVIER TORRES

GUAYAQUIL – ECUADOR

2018

I

CERTIFICACIÓN DE ACEPTACIÓN DE TUTOR

En mi calidad de Tutor de Proyecto de Investigación, nombrado por el Consejo Directivo de

la Facultad de Educación- Carrera de Ciencias de la Educación mención Inglés

CERTIFICO

Yo Mg. XAVIER HUMBERTO TORRES FRERES certifico que el Proyecto de

investigación sobre el tema “THE USE OF THE FLIPPED CLASSROOM AS A

METHODOLOGICAL STRATEGY FOR VOCABULARY ACQUISITION IN THE

ENGLISH LANGUAGE AT UNIDAD EDUCATIVA PARTICULAR “NUESTRA

SEÑORA DEL QUINCHE” IN 2017-2018”, ha sido elaborado por la Srta. Andrea

Danessa Aviles Guadalupe bajo mi tutoría y que el mismo reúne los requisitos para ser

defendido ante el tribunal examinador, que se designe al efecto.

MTEFL. Xavier Torres Freres

TUTOR

II

DECLARACIÓN DE AUTORÍA Y CESIÓN DE DERECHOS DE AUTOR

DECLARACIÓN DE AUTORÍA

Yo, Andrea Danessa Aviles Guadalupe con número de cédula de ciudadanía

No.0919451898, en calidad de autor, declaro bajo juramento que la autoría del presente

trabajo me corresponde totalmente y me responsabilizo de los criterios y opiniones que el

mismo se declara, como producto de la investigación que se ha realizado.

Que soy la única autora de trabajo de proyecto de investigación: “THE USE OF THE

FLIPPED CLASSROOM AS A METHODOLOGICAL STRATEGY FOR

VOCABULARY ACQUISITION IN THE ENGLISH LANGUAGE AT UNIDAD

EDUCATIVA PARTICULAR “NUESTRA SEÑORA DEL QUINCHE” IN 2017-

2018”

Que el perfil del proyecto es de mi autoría, y que en su formulación se ha respetado las

normas legales y reglamentarias pertinentes, previa a la obtención del título de “Licenciado

en Lengua Inglesa Mención en Enseñanza y Administración de Sistemas Educativos en

TEFL”, de la facultad de Educación- Carrera de Ciencias de la Educación mención Inglés

de la Universidad Laica Vicente Rocafuerte de Guayaquil.

Andrea Aviles Guadalupe

Estudiante

III

ACKNOWLEDEMENT

First of all, I would like to thank God who has given me understanding, strength and capacity

to continue against any impediments. Then, to my family who always supported me

throughout this career and gave me all the help that I needed. Especially to my mother, who

always trusted me and inspired me to be an excellent person.

Special thanks to my advisor Xavier Torres, for all his patience at the moment he guided me

in this process. I wish to thank him for encouraging my research and for allowing me to grow

as an English Teacher.

IV

DEDICATION

I dedicate this research project to:

God, who gives me the strength to continue and make everything possible.

My dear mother and father, who always helped me to overcome and succeed in life and

helped me to be a better person.

My son, who always believed in me, and inspired me to get my degree and continue forming

myself.

To the teachers and students, who made the implementation of this project possible.

V

TABLE OF CONTENT

TITLE PAGE i

CERTIFICACIÓN DE ACEPTACIÓN DE TUTOR ............................................................ i

DECLARACIÓN DE AUTORÍA Y CESIÓN DE DERECHOS DE AUTOR

DECLARACIÓN DE AUTORÍA ......................................................................................... ii

ACKNOWLEDEMENT ...................................................................................................... iii

DEDICATION ..................................................................................................................... iv

TABLE OF CONTENT ......................................................................................................... v

LIST OF TABLES ............................................................................................................. viii

LIST OF FIGUERES ............................................................................................................. x

ABSTRACT xi

INTRODUCTION .................................................................................................................. 1

1. STUDY APPROACH ..................................................................................... 4

1.1. Background of the Problem ...................................................................................... 4

1.2. Statement of the problem ........................................................................................ 5

1.3. Systematization of the Problem ............................................................................... 5

1.4. Broad Objective ........................................................................................................ 5

1.5. Specific Objectives .................................................................................................... 5

1.6. Significance or Rationale of the Study ...................................................................... 6

1.7. Scope and Delimitation of the Study ........................................................................ 8

1.8. Hypothetical Approach ............................................................................................. 9

1.8.1. Research Questions. ................................................................................................. 9

1.9. Identification of Variables ...................................................................................... 10

1.9.1. Dependent Variable: Flipped Classroom. ............................................................... 10

1.9.2. Independent Variable: Vocabulary Acquisition. ..................................................... 11

1.10. Operationalization of Variables .............................................................................. 11

2. RESEARCH THEORETICAL FOUNDATIONS ....................................... 13

2.1. Literature Review.................................................................................................... 13

2.2. Theoretical Framework........................................................................................... 17

VI

2.2.1. Flipped classroom approach. .................................................................................. 19

2.2.2. Role of the teacher in the flipped classroom. ........................................................ 20

2.2.3. Benefits of the flipped classroom. .......................................................................... 21

2.2.4. Technological foundations. .................................................................................... 21

2.2.5. Vocabulary acquisition theories. ............................................................................ 23

2.2.6. Effective vocabulary. .............................................................................................. 24

2.2.7. Vocabulary learning techniques. ............................................................................ 25

2.3. Legal Framework .................................................................................................... 28

2.4. Conceptual Framework .......................................................................................... 29

2.4.1. Flipped classroom and vocabulary acquisition ....................................................... 29

2.4.2. Presentation ........................................................................................................... 30

2.4.3. Realia and visuals .................................................................................................... 30

2.4.4. Word building ......................................................................................................... 31

2.4.5. Pictograms .............................................................................................................. 31

2.4.6. Dictionaries ............................................................................................................. 31

2.4.7. Pictures ................................................................................................................... 31

2.4.8. Mime, action and gestures ..................................................................................... 31

2.4.9. Contrast .................................................................................................................. 32

2.4.10. Enumeration ........................................................................................................... 32

2.4.11. Translation .............................................................................................................. 33

2.4.12. Types of vocabulary ................................................................................................ 33

2.4.13. Be aware of words .................................................................................................. 34

2.4.14. Listening vocabulary ............................................................................................... 34

2.4.15. Writing vocabulary ................................................................................................. 34

2.4.16. Speaking vocabulary ............................................................................................... 34

2.4.17. Vocabulary acquisition ........................................................................................... 35

3. RESEARCH METHODOLOGY ................................................................. 35

3.1. Type of Research Description ................................................................................. 35

3.1.1. Field research ......................................................................................................... 36

3.1.2. Bibliographical research ......................................................................................... 36

3.2. Methods, Techniques and Research Instruments .................................................. 37

3.2.1. Teachers’ Interviews ............................................................................................... 37

3.2.2. Class Observation. .................................................................................................. 38

3.2.3. Surveys. ................................................................................................................... 38

3.2.4. Pre-test and post-test. ............................................................................................ 38

VII

3.2.5. Model Class. ............................................................................................................ 38

3.3. Research Population and Sample ........................................................................... 38

3.4. Sources, Resources and Timeline ........................................................................... 39

3.4.1. Sources. .................................................................................................................. 39

3.4.2. Resources. ............................................................................................................... 39

3.4.3. Timeline. ................................................................................................................. 40

3.5. Processing, Presentation, Analysis and Results ...................................................... 41

3.5.1. Interview with the manager ................................................................................... 50

3.5.2. Interview with the English Teacher: ....................................................................... 51

3.5.3. Class Observation. .................................................................................................. 52

3.5.4. Pre- test and post-test. ........................................................................................... 53

3.6. Preliminary Conclusions ......................................................................................... 53

4. PROPOSED PROJECT PLAN .................................................................... 54

4.1. Title: VOCABULARY MODEL CLASS FOCUSED ON A FLIPPED CLASSROOM

APPROACH 54

4.2. Justification ............................................................................................................. 54

4.3. Objectives ............................................................................................................... 56

4.3.1. Broad Objective. ..................................................................................................... 56

4.3.2. Specific Objectives. ................................................................................................. 56

4.4. Content Framework of the Proposed Project Plan ................................................. 57

4.5. The Proposed Project Plan...................................................................................... 57

4.6. Validation of the Proposed Project Plan ................................................................. 62

4.7. Impact / Benefits of the proposed project plan ..................................................... 65

FINAL CONCLUSION ....................................................................................................... 67

RECOMMENDATIONS ..................................................................................................... 67

BIBLIOGRAPHIC REFERENCES ....................................................................................... 1

ANNEXES 4

VIII

LIST OF TABLES

Table 1. Dependent Variables……………………………………………………………..11

Table 2. Independent Variable……………………………………………………….........12

Table 3. Traditional vs. Flipped Classroom ………………………………………………27

Table 4. Population and Sample…………………………………………………………...39

Table 5. Sources …………………………………………………………..........................39

Table 6. Resources ………………………………………………......................................39

Table 7. Timeline …………………………………………………………………………40

Table 8. I feel very good, when the teacher uses motivating strategies to improve my

abilities………………………………………………………….........................................41

Table 9. Teacher uses the technology as a strategy to acquire vocabulary in English …....42

Table 10. My vocabulary acquisition depends on proper strategy that uses the teacher.....43

Table 11. I am able to acquire knowledge better when the teacher uses strategies like

games, role plays, internet related activities, etc…………………………………………..44

Table 12. I feel more attracted to the class when the teacher stimulates my thinking skils.45

Table 13. I apply technology to improve my knowledge when the teacher works with the

flipped classroom………………………………………………………………………….46

Table 14. I like to work with the flipped classroom because it develops my knowledge…47

Table 15. The flipped classroom takes me little time study but I learn in an effective way48

Table 16. Four questions vocabulary pre-test …………………………………………….49

IX

Table 17. Post – test ………………………………………………………………………50

X

LIST OF FIGURES

Figure 1. Flipped classroom ………………………………………………………………20

Figure 2. Theoretical framework of the flipped classroom ……………………………….23

Figure 3. I feel very good, when the teacher uses motivating strategies to improve my

abilities ……………………………………………………………………………………41

Figure 4. Teacher uses the technology as a strategy to acquire vocabulary in English …..42

Figure 5. My vocabulary acquisition depends on proper strategy that uses the teacher.....43

Figure 6. I am able to acquire knowledge better when the teacher uses strategies like

games, role plays, internet related activities, etc…………………………………………..44

Figure 7. I feel more attracted to the class when the teacher stimulates my thinking skils.45

Figure 8. I apply technology to improve my knowledge when the teacher works with the

flipped classroom………………………………………………………………………….46

Figure 9. I like to work with the flipped classroom because it develops my knowledge…47

Figure 10. The flipped classroom takes me little time study but I learn in an effective

way………………………………………………………………………………………...48

Figure 11. Four questions vocabulary pre-test ……………………………………………49

Figure 12. Post – test ……………………………………………………………………...50

Figure 13. Programming a class with the flipped classroom approach …………………...59

Figure 14. Flipped classroom ...…………………………………………………………...66

XI

ABSTRACT

This project focuses on the low acquisition of vocabulary in students; this is a frequent

problem in educational institutions. The objective will be to promote methodological

strategies that go hand with technology, the purpose of encouraging students' interest

specifically in “the acquisition of vocabulary in a foreign language", resulting in motivated

students with a high level of meaningful learning. For the present investigation, a

bibliographical and field study was carried out at the Nuestra Señora del Quinche Private

Educational Institution. Through interviews and surveys with authorities, teachers and

students, the necessary information was collected to find out about the problems existing in

the Educational Institutional. The application of the Flipped classroom proposal was

successfully concluded, a technique that allows teachers to leave traditional classes and

create an interesting form of study for the group of students, achieving that students with

low cognitive level improve their academic performance in Foreign Language.

Keywords: learning vocabulary, flipped classroom, methodological strategy, language skills.

1

INTRODUCTION

The present research aims at examining the influence of methodological strategies at the

cognitive level in students of the basic cycle (Education General Basic, in Ecuador) specifically

for vocabulary acquisition, in which a meaningful percentage of students at this level presents

difficulties for interpretation, analysis and solution of problems regarding the acquisition of

new vocabulary.

In the past years, there have been strong disagreements about the purposes, content and methods

of teaching English vocabulary at the various levels, from primary school to university (and

some discussions persist today). Currently, there is a wide variety of methods and strategies for

students of any level, motivate and interested in their study (Frost, 2005). There is success in

the advance of developing new strategies every day that lead to new teaching methods and turn

at work.

This project is intended to leave traditional classes in the past, where the students did not feel

capable of performing an activity that belongs to the area of English. The main problem focuses

on the type of teaching at high school levels that has been given without any methodological

strategy.

The purpose is to design a model class with flipped classroom approach in order for students to

have a different criterion and attitude towards the subject of Vocabulary through active,

participative and didactic classes, making classes more attractive for them and as a result,

students will reach a higher level of cognition, with more skills and become more competitive.

2

With the proposed flipped classroom will be achieved that students work dually the subject of

English and technology, considering that young people have a great interest in the use of

technological instruments. This joint-method will make them express or present an oral

exposition properly, leaving aside the shyness and the scenic fear in which his / her recorded

exercise from his / her home and such videos is performed in class.

English language is taught in most schools in Guayaquil, at different levels. Here present the

case of “Nuestra Señora del Quinche” High School, which is a private institution was created

in 1954, within the legal framework established by the Ministry of Education; Established in

Guasmo Sur. Cooperative Reina del Quinche II. Manzana 3089 Parroquia Ximena, in its

beginnings this institution worked like a Kinder garden Named “Campanitas de Belen”. In the

90's it became a high school institution to provide educational services to the community.

Station is currently located in the streets Guasmo sur coop. Reina del quinche 2 in the city of

Guayaquil, which belongs to Ximena Parish, Zone 8, District 1, operating in two shifts: morning

and afternoon, housing a population of 700 students And 35 teachers distributed as follows:

360 students and 16 teachers belong to the morning session, 240 students and 7 teachers in the

afternoon.

At present the school is legally represented by the Mst. Victor Veloz Muñoz who works as

Director, supported by the sub- director Lic. Marilyn Pinza Jara and their collaborators,

Inspector General Lcdo. Franklin Armas as third authority within the squad and a secretary the

Lcda. Karen Salazar of utmost confidence for the institution. Together with the parents and the

students they form a team that have as common end to leave the name of the institution in high.

3

In the surroundings of the establishment there is a dispensary of private health that provides

unconditional services of general medicine and dentistry to the institution in case of an

emergency or some consultation; it also provides services to the educational community by

conducting campaigns and giving pre-emptive health talks and first aid to students.

Of the observations made to the institution and its surroundings, it is not considered within a

high risk zone and that crime is rare, but it is still a desolate sector, with little illumination and

vigilance by the police. The discontents the afternoon educational community. Their children

are of lower middle class, belonging to the working class; Most of the students live within the

sector.

4

1. STUDY APPROACH

1.1. Background of the Problem

In an observation in the institution "Nuestra Señora del Quinche School ", students taking

Eighth Year classes were assessed to measure their knowledge in English vocabulary, where a

low cognitive level was detected. After talking to the students, it was concluded that the

problem starts with poor motivation, indicating that they receive disorganized, monotonous

classes, which leads to a tense and stressful environment. Because of this, there were many

students who felt antipathy towards the subject, since they received traditional classes where

their main activity was the dictation, written lessons and the very little use of didactic material

by the teachers, resulting in low qualifications in the midterms and poor understanding of basic

concepts.

Regarding this point, teachers have indicated that all the daily activities and responsibilities

they deal with force them to dedicate very little time to plan innovating activities such as flipped

classroom. However, this work will not focus on this point, as it seeks to show how beneficial

this technique could be for teaching.

The lack of methodological strategies in the vocabulary acquisition of students has led to the

presence of a low understanding, deduction of basic concepts and their application in activities.

A higher level of vocabulary acquisition is required in educational institutions nowadays, but it

has not been taken into account to be improved. That is, this was evidenced in the institution

where the project will be carried out.

5

1.2. Statement of the problem

What is the effect of the use of the flipped classroom as a methodological strategy to acquire

vocabulary in the English language on the students of 8th Year of Basic General Education at

Unidad Educativa Particular Nuestra Señora del Quinche District 1, Province Guayas,

Guayaquil Canton, Parroquia Ximena, during the academic period 2017-2018?

1.3. Systematization of the Problem

What is the purpose of the methodological strategies to give a class?

What do we call vocabulary acquisition?

What is the flipped classroom as a strategy?

What is a vocabulary model class like with a flipped classroom approach?

How effective can the flipped classroom be as a strategy in the acquisition of vocabulary in

students?

1.4. Broad Objective

To analyze the use of the flipped classroom as a methodological strategy in the acquisition of

vocabulary in the English language through field research and bibliography, for the design of a

vocabulary model class with flipped classroom approach.

1.5. Specific Objectives

By the end of the application of this research project, third grade students will be better able:

6

To define the influence of methodological strategies through a bibliographic study, surveys

of students, interviews with teachers and managers of the educational unit under study.

To quantify the vocabulary acquisition through a bibliographic study, surveys of students,

interviews with teachers and managers of the educational unit under study.

To define the benefits of the application of flipped classroom as a methodological strategy

through a bibliographic study, student surveys, and interviews with teachers and managers

of the educational institution under study.

To design a model class with a flipped classroom approach, based on the data obtained.

1.6. Significance or Rationale of the Study

This research is important because students today have little interest in such basic subjects as

English vocabulary because of the inadequate application of methodological strategies. The

purpose will be to motivate and awake interest by making English vocabulary an attractive,

dynamic and motivating subject to perform works related to it.(Tomas, 2015)

The flipped classroom approach project will bring students' interest in a different way from the

traditional one by relating the vocabulary acquisition with the use of technology by reinforcing

knowledge for problem solving, to encourage them to do their works autonomously and

effectively. (Barragan, 2015). This educational project will contribute to the improvement of

the vocabulary acquisition, facilitating the learning process by making students see English as

an attractive subject, suitable and easy to understand, and consequently students will act in a

7

more participatory way, and create a good atmosphere of learning.

This research will be carried out with the aim that the teachers apply in their classes appropriate

methodological strategies for the subject "English vocabulary acquisition". Based on the

inductive-deductive method, it will facilitate the objective of our proposed flipped classroom

approach with the use of technology, resulting in motivated students with an excellent

understanding of the subject.

“De acuerdo al Plan Nacional del Buen Vivir, publicado en el año 2013, en la página

160, El conocimiento se fortalece a lo largo de la vida, desde el nacimiento, con la

cotidianidad y con la educación formal y no formal. El talento humano también se nutre

de los saberes existentes, del vivir diario.” (Constitución, 2009)

Today English vocabulary has been pleasantly stimulated by new ideas both from within

English and from other disciplines, including computer science. At present, the enormous

possibilities of computer graphics influence many aspects of our lives. In order to use these

possibilities an adequate visual education is necessary. That is why we have used interactive

videos to facilitate the understanding of the class and thus improve students' comprehension

skills.

The flipped classroom strategy can be very effective as a learning method for vocabulary

acquisition in student’s development, since it allows them to appropriate their knowledge in an

environment without pressures, i.e. their home, without having to keep the same rhythm as His

partners. (Garcia, 2014). You have the possibility to see the content as many times as you need,

until you feel ready, you can point out the doubts that arise while watching the video and then

with the help of the teacher and his companions evacuate them.

What is especially appropriate for this strategy in confronting the students' difficulties in the

8

vocabulary acquisition that student has contact with the content prior to the moment of applying

it to where they worked at their learning pace and at the most crucial moment, which is the

moment of Applying that knowledge, is surrounded by those who can support it.

Once the students have watched the videos taught by the teacher from their homes, they will

prepare an exposition filmed from an environment in confidence for them, as they will expose

them from their homes freeing them of the scenic fear of public speaking and thus avoid bad

expositions in class, full of insecurity and poor preparation.

The video will be reproduced in a motivating and interesting class for the students, being

different from the traditional ones, where all the members of the course including the exhibitor

will observe the video, at the end of the analysis and draw conclusions from the above in order

to obtain a participatory class.

In addition, I believe that it was crucial to offer this project because it prevails the direct

necessity of improving and developing the vocabulary acquisition to fortify their learning with

this project which will allow them to develop activities that will permit them to do it well.

1.7. Scope and Delimitation of the Study

This research is directed to know the use of the Flipped Classroom as Methodological Strategy

for Vocabulary Acquisition of the students at Unidad Educativa "Nuestra Señora del Quinche"

provincial del Guayas, cantón Guayaquil, parroquia Ximena1. Distrito 1 2017-2018.

This research is precise and concise since the situation is a problem that affects the educational

system due to not applying appropriate methodologies in classes. It is evident that the little

9

interest and knowledge in vocabulary is manifested by the low academic performance, this

manifestation is observable since that the students at Unidad Educativa "Nuestra Señora del

Quinche" They have a low level of vocabulary in the Foreign Language.

The study analyzes the inadequate use of methodological strategies at the cognitive level in a

short, precise, direct and adequate manner. Using a didactic strategy for the vocabulary

acquisition through the flipped classroom approach, a method that will awaken students' interest

in a different way to the traditional one, where they will build their knowledge and record a

class according to what they have learned, facilitating the process of teaching and learning,

achieving a better school performance of the students.

The model class with the flipped classroom approach would make in Foreign Language teachers

have an effective and entertaining tool to make their classes more interesting that will draw

students' attention in a positive way. In addition, it will benefit the educational community,

because they would have a useful tool, easy access and application.

1.8. Hypothetical Approach

1.8.1. Research Questions.

The methodological strategies at Nuestra Señora del Quinche School, influence directly in the

lack of vocabulary acquisition.

1. What are methodological strategies?

2. What is the purpose of the methodological strategies to give a class?

10

3. What are the methodological strategies that help the learning of vocabulary?

4. How do methodological strategies influence school learning?

5. How do methodological strategies relate to the cognitive level

6. What do we call the vocabulary acquisition?

7. What are the causes of low vocabulary acquisition in students?

10. What do we do when a case of low vocabulary acquisition is detected?

11. What is a vocabulary model class with flipped classroom approach?

12. What is the objective of developing a vocabulary model class with a flipped classroom

approach?

13. How should we apply a vocabulary class with a flipped classroom approach in the learning

process?

14. What is the strategy of the flipped classroom?

15. How effective can the flipped classroom strategy be in the acquisition of vocabulary in

students?

1.9. Identification of Variables

1.9.1. Dependent Variable: Flipped Classroom.

This refers to the use of a new method to introduce a certain topic in a second language to

make experience a meaningful in the students.

11

1.9.2. Independent Variable: Vocabulary Acquisition.

This term refers to introduce new words in a new language in order to increase students’

vocabulary.

1.10. Operationalization of Variables

DEPENDENT VARIABLE: FLIPPED CLASSROOM

CONCEPTUAL

DEFINITION

OPERATIONAL

DEFINITION

DIMENSIONS

INDICATORS INSTRUMENTS

The flipped

classroom is a

pedagogical

approach.

The flipped

classroom is a

pedagogical

approach which

moves the

learning contents

taught by

teachers’ direct

instruction to the

time before class

in order to

increase the

chances for the

students and

teacher to

interact.

Methodological

strategies

History of the

flipped

classroom

approach

Advantages and

disadvantages

The use of the

Flipped

Classroom

Methodology

Model classes.

Students using

learning

strategies.

Questionnaire

Observation

Form

Survey

Pretest

Test

Table 1. Dependent Variable

12

INDEPENDENT VARIABLE: VOCABULARY ACQUISITION

CONCEPTUAL

DEFINITION

OPERATIONAL

DEFINITION

DIMENSIONS

INDICATORS

INSTRUMENTS

Vocabulary is the

use of words that

let students to

learn English.

Vocabulary

acquisition is

learning and

understanding

new terminology

to such a degree

that it can be

used accurately

in oral and

written

communication.

· Definitions

Types

Strategies

The use of

vocabulary

learned in the

daily life.

The acquisition

of vocabulary.

Questionnaire

Observation

Form

Survey

Pretest

Test

Table 2. Independent Variable

13

2. RESEARCH THEORETICAL FOUNDATIONS

2.1. Literature Review

Many authors have explored the use of the flipped classroom as a tool for developing different

aspects of English language, especially listening comprehension, writing, and grammar (Al-

Harbi & Alshumaimeri, 2016; Ahmad, 2016). However, bibliographical search have shown

only few publications that mention how the use of flipped classrooms can contribute to the

acquisition of vocabulary in English learners (Al-Harbi & Alshumaimeri, 2016). Thus, teachers

in Saudi suggest the flipped classroom strategy positively affects students’ performance and

proficiency levels in various areas of the English language.

Furthermore, the flipped classroom makes students feel comfortable in the language

acquisition, and increase the motivation in students to gain English skills in a good atmosphere.

In words of Hung (2015), he found that “implementing the flipped classroom model in English

classes develops students’ academic performance in general”. In addition, the flipped classroom

is an interesting approach that helps teachers to leave the traditional classes, and facilitate

students to use the technology in order to acquire English skills such as grammar, listening,

reading, and speaking. In Saudi, teachers apply this method in order to enhance comprehension

and acquisition in grammar skills and the results were excellent.

Alshumaimeri and Almasri’s (2012) findings confirm that they “conducted a quasi-

experimental study to investigate the effect of integrating WebQuests into the traditional

teaching methods for improving reading skills and found that the reading comprehension

performance improved significantly. Al- Jarf (2005) carried out a study to investigate the

effectiveness of online grammar instruction on proficiency of EFL college students at King

14

Saud University. This method improved grammar knowledge and increased self-confidence

and motivation. These are the results of the study of Saudi Arabia”.

The aim of this study is to apply the flipped classroom in the vocabulary acquisition, as well as

Harbi; Alshumaimeri and Yousif did in their studies in grammar acquisition (2012). It is

interesting to question how researchers have explored the problem, so methodologies are to be

analyzed in the following lines. The researchers started the study with two groups of female

students at Riyadh city, Saudi Arabia. There were 20 students in the experimental group and 23

students in the control group. Both groups were taught by the same teacher and used the same

syllabus and textbook, but the first one was taught through flipped classroom. The results in

this study were acceptable, in terms that this technique improved students’ attitude towards

English grammar. However, it did not reach the level of statistical significance.

Another research experience was performed by Ahmad (2016). In this study, he performed the

use of the flipped classroom on Egyptian EFL students’ listening comprehension. He applied

this study in one group of 34 students at the Faculty of Education, Suez University, using

Paired-samples t-test, to show the difference between the means of scores of the participants on

the pretest and the posttest of listening comprehension. This difference was statistically

significant; the flipped classroom got excellent results, therefore it worked well. So, the

researcher recommends using this method in EFL student’s listening comprehension. Relate

this to vocabulary is useful to use the flipped classroom as a methodology.

Among these two studies regarding acquisition of English skills through the flipped classroom,

the research that showed best results in terms of number of students with progress was Ahmad’s

(2016) in listening comprehension. He could explain the effectiveness of the flipped classroom

in listening skills using the class time and engaging participants in active learning and based on

15

collaboration, interactions and discussions in English. This explanation goes along with Jones’s

(2006) “assertion that collaborative activities have long been shown to enhance learners’

comprehensible input which, in turn, leads to greater understanding of aural texts”.

This study of vocabulary acquisition was applied in Iran with 120 students at high school level.

The researcher apply the reading method in order to students acquire vocabulary easily. For

involving students with more reading activities in EFL classroom teaching and likening the

results to the vocabulary exercises, the researcher directed a research for about five weeks in an

EFL class. Half of them (RP group) read chosen passages after which they did different

vocabulary activities and exercises. The other half (RO group) received the reading only (RO)

treatment, i.e., they only read several reading texts that they want. The significance of the

present study lies in the fact that it was able to compare the effectiveness of reading only and

reading plus vocabulary enhancement activities on types of immediate and delayed lexical word

recall in a single study.

The researcher employed the Vocabulary Knowledge Scale to measure students' knowledge of

60 vocabulary items. The results showed that RP group gained better results than RO group on

both acquisition and retention tests. This indicates that "Reading plus" method is more effective

in increasing knowledge of vocabulary and long term retention in male and female EFL learners

in Iran. (Sharafi-Nejad 2014).

In order to reach the goal of this study, the flipped classroom is to be used as a methodology to

analyze causal factors and identify ways to solve the problem of vocabulary acquisition,

following the recommendations of Ahmad (2016) in his studies with listening approach. In the

following case study, the researcher apply the flipped classroom method in vocabulary

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acquisition in the foreign languages department of a university in the northern part of China.

He divided the class into two groups in what consist that group A were though with flipped

classroom and group B were though with traditional classroom.

He made a research of vocabulary teaching and through the research he found some good

benefits of vocabulary teaching in flipped classroom. Flipped classroom changed the teaching

method. Through the test and interview we have found that flipped classroom has some benefits

in vocabulary teaching. Firstly, it improved classroom efficiency. For a long time, the

explanation of vocabulary has been the focus on college English teaching, which often needs

much in-class time. Teachers emphasized the importance of vocabulary output too much,

ignoring students’ ability of speaking, writing, and other language output. In addition, teachers

can only teach a few words in limited time and the efficiency is low.

Through flipped classroom, students can learn more words by themselves and they can put more

time on language output. Secondly, the flipped classroom model can increase the students’

interest in vocabulary learning. Flipped classroom enriches the content and method of

vocabulary learning, improving learning interest of students. Flipped classroom give us a new

way of transmitting knowledge before class, and internalizing knowledge in class, which is

more than effective. (Zhang; Li; Jiao; Ma; Guan; 2016)

In the case of the flipped classroom the preparation of the vocabulary acquisition is oriented,

so that the student does it in his house with means provided by the teacher (videos, self-guided

presentations in Power Point or other support) and what would be the duties in the traditional

method. The activities are carried out in class, with the support of the teacher and other partners

through a constant and productive exchange that allow the student to take better ownership of

knowledge.

17

The following information is about a case study using flipped classroom that was carried out in

2012-2013 academic year in an English language teaching. The researcher presented the

technique in a department of a prominent state university in Istanbul, Turkey with 47 students

divided in two teams 30 female and 17 male. The application of this method was to ask students

to answer open-ended questions in 5 days. The participants had to enter to platform and answer

it, but there were some participants who did not perform the activities. For this reason, from the

total of 47 participants, only 35 were answered the open- ended questions. Flipped classroom

model was performed in spring semesters in their advanced Reading and Writing I-II.

According to (Basal, 2015). This learning environment is open and accessible 24 hours a day,

7 days a week. Another underlying idea of the flipped classroom is to provide a non-stop

connection between teachers, students, and materials, which can only be achieved through an

LMS.

2.2. Theoretical Framework

The first authors that used flipped classroom were Jonathan Bergmann and Aaron Sams, science

teachers at Woodland Park High School, Woodland Park, in Colorado. They applied this

method in a group of students in 2007-2008, they started to record their lessons and students

had to watch the video and take notes as a homework. They posted their lessons online, so their

students could access them. They assessed students as the same way they did the previous year,

and students learned more using the flipped classroom approach (Bergmann and Sams 2014).

The Flipped classroom, like other techniques that use ICT, has been applied in different contexts

and countries of our hemisphere with outstanding results with respect to the traditional practice.

There was an experience of a project that began at the Inter-American University for

18

Development (UNID), at Tuxtepec Headquarters, Oaxaca, Mexico, with students of the

Master's in Education, who in turn, work as teachers in the area (García Rangel & Quijada-

Monroy, 2015).

Also in Mexico the flipped classroom experience was developed in the Physics class at the

Monterrey Technological Campus "Eugenio Garza Lagüera" (Ponce, 2014). This method has

also been applied in the Psychology program of the Simón Bolívar University, Barranquilla

(Rodríguez, 2014) and a Teaching Guide for Teachers Module II AEH has been proposed: 8th

Degree by the Ministry of Education of Honduras, Student Services.

In general, incidental vocabulary acquisition is represented as the "picking up" of new

vocabularies when students are engaged in a variety of reading, listening, speaking, or writing

activities. Research has shown when learners read extensively incidental vocabulary acquisition

happens.

All of these presentation techniques either singly or in combination are useful ways of

introducing new words. What must be remembered the building basic vocabulary presentation,

too, is that pronunciation is just as important here as it is for structural material situated word

meanings, contextual understanding and long term retention; according to (Rasti 2015) he

indicated “we should not introduce words without making sure that students know how they

are pronounced”

In such a way that not only will this mean that they can use the words in speech, it will also

help them to remember the words. In contrast using the flipped classroom strategy, students can

associate vocabulary naturally because they practice activities at home and reinforce their

knowledge. They use vocabulary production when they practice speaking exercises or their

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watch a video and associate the correct pronunciation of the word.

2.2.1. Flipped classroom approach.

The flipped classroom involves reversing the processes that take place in traditional teaching,

where the teacher imparts the subject and then leaves homework (usually exercises to solve at

home) that the student faces alone, without being able to exchange or clarify doubts Arise

during the process. Bergmann and Sams (2012).

In the case of the flipped classroom, the preparation in the subject is oriented so that the student

does it in his house ,with means provided by the teacher (videos, self-guided presentations in

Power Point, platform works or other support) and what would be the duties in the Traditional

method, are the activities that are carried out in class, with the support of the teacher and other

classmates through a constant and productive exchange that allow the student to appropriate the

knowledge better.

The flipped classroom approach has the advantage that the student can see the material as many

times as necessary and not one as in traditional teaching, which allows him to consolidate

knowledge and allows each student to study at his own speed and pace, Which is especially

useful in the case of learning of students with low cognitive level. Vygotsky believe that “views

interaction with peers as an effective way of developing skills and strategies”. He suggests that

teachers use cooperative learning exercises at the moment of applying the acquired knowledge

counts on the support of its pairs and the teacher. This matches well with the philosophy of the

flipped classroom, where a teacher can utilize freed-up class time for collaborative work and

individualized scaffolding of tasks.

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This method of teaching classes combines techniques used in socializing strategies and

individualizing strategies, adding the advantages that are obtained, which generates that the

student arrives to have a significant learning, because their times of acquisition and assimilation

of knowledge and respect are respected. Promotes the exchange of ideas and mutual help

between peers, which promotes socialization and interpersonal relationships.

Figure1. Flipped classroom

http://www.sitios.itesm.mx/webtools/Zs2Ps/roie/octubre14.pdf

2.2.2. Role of the teacher in the flipped classroom.

Teacher’s role in flipped classroom, the work as a facilitator. Addition to the utilization of such

rich learning tasks, (Hiebert, 1997) suggested that teachers act as facilitators of understanding

without acting as centers of mathematical information. They can achieve this by selecting

appropriate tasks, framing problems as opportunities for learning and developing a classroom

culture of reflection and communication (Hiebert, 1997). Teachers should be involved in

21

student learning enough to help them build understanding without restricting student initiative

and creativity, a difficult balance to achieve.

2.2.3. Benefits of the flipped classroom.

There are a number of aspects with this method of teaching that teachers can find beneficial for

students, which included the opportunity to learn from taped videos of instruction that allowed

them unlimited opportunities to watch the videos as often as needed (Hamdan, 2013).

This method allowed students to learn lessons outside classroom. There is flexibility for

students to not only choose how often they want to view their video assignment but also where

and when they want to see it (Hamdan, 2013; Tyson, 2010). The benefit of the flipped

classroom, it is to allowed students to break down segments of an instructional video and to

find the objective of the lecture is the ability to prime students to remember key facts prior to a

deeper level of engagement in class.

2.2.4. Technological foundations.

The last decade has been extraordinarily fruitful in advances in technology applicable to

education, so that it can offer better education and experiences for students (Martínez-

Salanova). However, few teachers use new technologies as complementary tools in the

performance of their work (Barragán Sánchez).

It is proven that the use of new technologies, including multimedia, improve student learning

while reducing the time required for instruction as well as the costs of teaching. (Martínez-

Salanova). Despite this, its application in the educational field is still seen as something negative

22

by some teachers, whose reasons are that the student does not strive to do things (Barragán

Sánchez).

According to UNESCO

Information and communication technologies (ICT) can contribute to universal access

to education, equality in instruction, the exercise of quality teaching and learning and

the professional development of teachers, as well as management and more efficient

administration of the education system. (UNESCO, 2015)

Among the functions of video as teaching material is when it is used as a transmitter of

information. In this case it is used by the teacher for the presentation of curricular contents.

They can also be used as a motivating tool, where the teacher motivates the students towards

the contents and activities that will be developed in class, or that they must face autonomously.

(Video: functions in teaching). In addition, the promoters of the use of new technologies in

science learning argue that, developed and used appropriately, they are capable of:

• Increase the visibility of initiatives and resources produced by teachers.

• Motivate and involve students in their own learning.

• Illustrate concepts and abstract models.

• Develop critical thinking and superior cognitive processes.

• Increase the applicability of the information acquired in the solution of specific problems.

• Facilitate communication between teachers and students (Waldegg Casanova, 2002).

But the most important thing that should be highlighted in the video is it’s useful as an

educational media, a product that combines elements of other media, in order to promote the

development of the teaching-learning process.

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2.2.5. Vocabulary acquisition theories.

The vital role of vocabulary in comprehending and producing language is evident. Yet, for

current English vocabulary teaching model is still far more traditional than modern because of

the inadequacy of education revolution (Zhang, 2016). The flipped classroom teaching model

brings us the opportunities to practice activities like this, as to remember vocabulary through

games, interesting events. It is necessary to involve interesting materials; it is the opportunity

that students have in order to improve their recreational and artistic activities, according to

Gravier (2002), who said “after students have seen and heard a new lexical ítem for the first

time, they will need opportunities to become more familiar with it- to practice by recognizing

and manipulating, and using it”.

In the following diagram (figure 1) Strayer (2007) suggests a conceptual framework of a flipped

classroom.

Figure 2 theoretical framework of the flipped classroom

As part of language teaching, vocabulary teaching models have changed over time. Vocabulary

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teaching in each period has its own characteristics. Grammar translation is a quick and easy

way to present the meaning of words, where translation can quickly solve a list of words and

figure out their meanings, how to translate all the topic; but it is not a good idea to translate

words from one language to another; additionally, the teacher should bear in mind a consistent

policy and discipline towards the use of the mother tongue. It is acceptable to use the dictionary

but it is recommended to read and underline the words that students do not know in context and

can summarize everything. The direct method was the best known of several “natural” methods

introduced towards the end of the 19th century. Its name came from the priority of relating

meaning directly with the target language without the step of translation. The principal

characteristics about vocabulary teaching of this method include exclusive use of the target

language in classroom, teaching of everyday vocabulary through demonstration and abstract

vocabulary association of ideas, and the stress of pronunciation (Lemetyinen, 2012).

2.2.6. Effective vocabulary.

In a particular context is necessary to recognize group of words that will help to the reader to

get the correct meaning of a word to understand any context, functional or lexical words. It is

also important to involve the grammar because it is strategy to implicate different grammatical

structures.

In the contemporary world our communication must encompass the vocabulary and concepts

born of every day and social developments and changes. To learn English, a little each day is

possible through new vocabulary. It is very important to use the appropriate materials and

resources to show the context and specific words according the theme or statement. By the way,

the vocabulary usually develop with age or how to use in a context. It is a fundamental tool for

communication and acquiring knowledge and also it is important as a language component that

25

must be discerned by the learners in the contextual learning of a second language.

The students of new age need more motivation to learn and communicate fresh topics every

moment in their classes. The teachers is the person who has to show and focus the different

subjects with adequate warms up, strategies and skills depending the student’ level.

2.2.7. Vocabulary learning techniques.

When we apply vocabulary practice like this how to remember vocabulary, vocabulary games,

interesting events, it is necessary to involve interesting materials, it is the chance that the

students can improve their recreational and artistic activities. For that reason it is important to

use resources like a platform to practice exercises that engage students to practice and acquire

vocabulary in an easier way.

Discussions, communicative activities (platform) and role-play requiring use of the words;

Examples, familiar, or common words, updating words

Finding out the meaning of the words;

Making use of the vocabulary in written comprehension tasks;

Matching pictures to words or words to pictures;

Matching parts of the words to others parts, beginnings and endings;

Matching words to others words to words, sentences, opposites, sets of related words,

posters, pictures, definitions, explanations, etc.;

Classifying items into list;

Using given words to complete a specific tasks;

Filling in a crosswords, girds or diagrams, sticky notes;

26

Filling in gaps in sentences-,

Making link up words;

Memory games

Also is important to know that with the flipped classroom approach, students can practices those

techniques using technology as a resource. In order to facilitate students vocabulary acquisition.

Inside the importance of acquiring a second language vocabulary in this passage, find that it is

very interesting and suitable for teaching to apply effective English techniques in order to get a

significant learning by understanding words, transferring information, and comparing their

ideas.

O’Connor (2011) said:

“Words are tools for thought. The more words you are able to understand and use

appropriately, the more expressive you can be. You will also be more likely to make

yourself understood. A strong vocabulary is not the mark of an elite- it is the mark

of a flexible communicator”.

Teachers must encourage their students in order to engage the learning in the classroom,

principally when teaching a second language in words of Brophy (2004), who stated “students’

motivation is rooted is student’s subjective experiences, especially those connected to their

willingness to engage in lessons and learning activities and their reasons for doing so”.

Some comparisons between Traditional and Flipped classroom are shown on Table 1. The

flipped classroom approach has the advantage that the student can see the material as many

times as necessary and not one as in traditional teaching, which allows him to consolidate

knowledge and allows each student to study at his own speed and pace, which is especially

useful in the case of learning of students with low cognitive level. In addition, when applying

27

the acquired knowledge, he has the support of his peers and the teacher, which helps this low

cognitive student to develop at a similar rate to those who do not have these difficulties

(Fortanet van Assendelft de Coningh, González Díaz, Mira, & López, 2013).

Comparison of Class Time in Traditional versus Flipped Classroom (modified from Eckmekci,

2017)

Activity Time Traditional Classroom Flipped Classroom

Go over previous night’s

homework 20 min

time on video 10 min

Activity Time Lecture new content 30-45

min

Guided and independent

practice and/or lab activity 75

min

Warm-up activity 5 min activity 5 min

Table 3. Traditional vs. Flipped classroom

This method of teaching classes combines techniques used in socializing sand individualizing

strategies, adding the advantages that are obtained, which generates the student to have a

significant learning, because it respects their times of acquisition and assimilation of knowledge

and promotes the exchange of ideas and mutual aid between peers, which promotes

socialization and interpersonal relationships. According to Inan and Lowther (2009), access to

the use of technology improves student learning and prepares them better for the future.

Multimedia can now be used as a powerful tool that provides “simulations for training, realism

for difficult to observe phenomena, and databases of information on a variety of topics” (Garrett

& Ezzo, 1996).

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2.3. Legal Framework

The legal basis of this research project is based on the (Constitución de la República del

Ecuador, 2008). It required to provide a quality and warmth Education, therefore it is necessary

to impart to children and teenagers with appropriate educational materials for teaching and

learning according to their own cultural specialties of different institutions that are part of the

national Education System of Education.

However, teachers are obligated to design and implement resources and strategies according to

the students’ needs in order to facilitate the learning and comprehension of a second language

as a future assurance satisfactory to general public. According to the Ley Orgánica Intercultural

de Educación Art. 11, literal b

"Los profesores tienen la obligación de ser actores fundamentales en una educación

relevante de calidad y calidez con los estudiantes a su cargo. Literal i: Proporcionar

apoyo y seguimiento pedagógico a los estudiantes para superar el atraso y las

dificultades en el aprendizaje y en el desarrollo de habilidades. , habilidades,

habilidades y habilidades. "(LOEI, 2010).

New trends in education are relevant to achieve these national objectives, since they promote

in the human being all that is desired for a good citizen. Taking into account the active

participation in a diverse society, being responsible, supportive and proactive. According to

Curriculum Nacional said:

"En áreas donde la tecnología y el acceso no están disponibles, es fundamental

que los docentes consideren formas de brindar a los alumnos" oportunidades

comparables, si no equitativas, para participar digitalmente y desarrollar sus

alfabetizaciones "(Hicks y Hawley Turner, 2013)".

In this pedagogical approach, learning must have its development through meaningful and

29

productive ways that stimulate the study, to reach the "metacognition". Another important issue

in the curriculum is the use of ICT (Information and Communication Technologies), in the

education process (videos, computers, television, virtual classrooms, simulators, Internet and

other media that help learning and teaching in processes such as:

• Quick information search

• Visualization of facts and processes to make the content more objective

• Simulation of real situations or processes

• Development of educational games that help improve learning;

•Learning Assessment.

It is suggested about the times and conditions in which ICTs will be used, but teachers will

apply them when they consider necessary and pertinent and provided they have the materials,

time and other indispensable conditions to do so.

2.4. Conceptual Framework

2.4.1. Flipped classroom and vocabulary acquisition

Vocabulary is central to language and of a critical importance to the typical language learner.

In the contemporary world our communication must encompass the vocabulary and concepts

born of every day technological and social development changes. Human beings, endowed with

their speech ability aim at ensuring efficacy in their oral and written communication.

Vocabulary is input of English learning skill, without an extensive vocabulary of words could

presented a difficult to understand you to speak English. It is also very important to teach with

enthusiasm because we will achieve an optimum and suitable learning environment for our

30

scholars.

The teacher has to prepare the students on how to integrate the skills and varying techniques to

apply individually or in groups. We have said that vocabulary teaching is important as teaching

structures. There is a range of activities which are designed to teach practice words and their

various use (Mothe P. 2006) some techniques to vocabulary acquisition are:

2.4.2. Presentation

There are some suggestions to use in classroom like vocabulary presentation, using an object a

cutout image, performance actions, drawing or diagram on the board, pictures from the books.

Using the flipped classroom students can watch some videos or practice some exercises in a

platform in order to familiarize with the new words. The students can replay and review each

video as many time as needed.

2.4.3. Realia and visuals

One way to presenting words is to bring things they represent into the classroom by bringing

realia in the class. The teachers holds up the object, says the word and then gets students to

repeat and repeat the vocabulary using the posters, sticky notes, visual pictures, updating words

until to get understanding. Using the flipped classroom students can watch some pictures,

photos, videos on the internet anytime, everywhere, in commuting, after classes or even before

going to bed. They can use the computer and in some cases the mobile phone in the learning

process.

31

2.4.4. Word building

Use parts of word to help learners build or guess the meanings. Use digital game, practice some

platform game in order to acquire the new words.

2.4.5. Pictograms

Draw the words to represent the meanings, visualize drawings symbols and graphic organizers.

2.4.6. Dictionaries

Learners use dictionaries to check meanings and to create vocabulary notebooks. In contrast

using flipped classroom approach students find the meaning of the words through videos, song,

slides and games instead of use dictionary.

2.4.7. Pictures

Pictures can be board drawings, wall pictures and charts, flashcards, magazine pictures and any

other non-technical visual representation. Pictures can be used to explain the meaning of

vocabulary items: Teachers can bring draw things on the board, bring in pictures. On the other

hand using technology resources, blogs or educational slides students can acquire vocabulary

easily and look for specific pictures of photos that student’s wanted as many times they needed.

2.4.8. Mime, action and gestures

It is often impossible to explain the meaning of words and grammar either through the use of

32

realia or in pictures. Actions, in particular, are probably better explained by mime. In other

hand, the teacher sometimes has to use physical movement to teach vocabulary.

In other hand, students can demonstrate their abilities and to get communication each other

through video conference and establish a good confidence with the teacher and partners in

general. They appreciate the moments when they have to participate or watch their videos or

feel the feelings in each process that could be in groups including the teacher.

2.4.9. Contrast

We can presented the meaning of the words contrasting with pictures or mime, and by drawing

attention to the contrasts in meaning we ensure our students’ understanding. Therefore using

flipped classroom gives students a chance to think about the connection between the terms being

learned in class and reinforce at home using tutorial videos and vocabulary games.

It helps students organize their thoughts and visualize the relations between the ــ

-Key concepts in a meaningful way.

It gives students an opportunity to reflect on their understanding vocabulary is widely related ــ

to flipped classroom?

2.4.10. Enumeration

By enumerating or listing various items. We can use this to present meaning in general and

specific words.

33

2.4.11. Translation

Translation is a quick and easy way to present the meaning of words, where translation can

quickly solve a list of words, how to translate all the topics but it is not good idea; additionally,

the teacher should bear in mind a consistent policy and discipline towards the use of the mother

tongue. It is acceptable to use the dictionary but it is recommend to read and underline the words

that do not know in the context and can summarize everything. On the other hand, learning

vocabulary with wordlists and look for definitions and examples on the internet an platforms to

practice new words, seems to be the most suitable form of instruction when applying the flipped

classroom.

All of these presentation techniques either singly or in a combination are useful ways of

introduce new words. What must be remembered the building base vocabulary presentation,

too, is that pronunciation is just as important here as it is for structural material situated words

meanings, contextual understanding and on term retention, according to Ortiz, E (2004) said

“we should not introduce words without making sure that students know how they are said” .

2.4.12. Types of vocabulary

According to the skills vocabulary can be classified into: reading, be aware of words, listening,

speaking and writing vocabulary.

Reading vocabulary is all the process that a person can recognize topics when reading in such

a way that generates a largest type of vocabulary and how increase the bank of words.

34

2.4.13. Be aware of words

When the reader has the necessity to comprehended short texts it is recommendable to associate

the words with the topic: in such a way that exists the comprehension between ideas and

meaning of the idioms or grammatical phrases.

When we read a novel, for instance there are many unknown usually skip theme, it is essential

to use aware of words to understand and obtain a comprehensible representation of the new

words. (O’Connor 2011).

2.4.14. Listening vocabulary

When a learner can recognize the words to listening and speech at the same time in order that

also can consider the context and tone of voice. Listening comprehension is another way how

contribute of oral communication, all this depends upon lexical knowledge, vocabulary words

and their meanings, making sentences and vocalization.

2.4.15. Writing vocabulary

Once written words they can recognize the words and obtain the exact comprehension of the

context. At the moment they have read, they start to acquire aspects of the meaning from the

context.

2.4.16. Speaking vocabulary

Speaking vocabulary Therefore it is important to follow the sequence how to increase a correct

35

vocabulary and reading comprehension like that listen to the text, check the words,

understanding the meanings, use of speech the learners can become a person’s speaking

vocabulary and may be compensated expressions, tone of voice or hand gestures.

2.4.17. Vocabulary acquisition

“A technique is a precise strategy, concrete trick or a tested and trusted tip that’s designed

to help you reach your goals. It could be in form of an exercise or just any activity that you

have to do to complete your mission.” (Egbetade, 2016)

3. RESEARCH METHODOLOGY

3.1. Type of Research Description

This project was based on pedagogical research, which refers to a variety of methods; this

means, different aspects are relevant because individuals assess different aspects of the

educational process. (Bernal, 2006). There are diverse disciplines that present to some degree

in educational research – so, it may be called an interdisciplinary relation. These include

psychology, sociology, anthropology, and philosophy. The overlap in disciplines creates a

broad range from which methodology is drawn. The findings of educational research also need

an interpretation based on the context in which they appeared; as they may not be applicable in

every time or places, (generalization is not always possible).

There are different types of research. This project is based on the following:

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3.1.1. Field research

Nowadays, there are different types of investigation. An important approach is field studies

which allow us to gather data directly from the place, and turn it into information. For example,

field research involves a range of well-defined, although variable, methods: informal

interviews, direct observation, participation in the life of the group, collective discussions,

analyses of personal documents produced within the group, self- analysis, results from activities

undertaken off- or on-line, and life-histories. This project requires a field research stage because

we collect the information and we especially work with at the "Nuestra Señora del Quinche

School ".

Feasible research is an evaluation and analysis of the potential of the proposed project, based

on extensive investigation and research to support the process of decision-making. This project

is feasible because it holds an intensive research support on vocabulary comprehension in

students and, in this way, it is possible to detect problems at the time of acquiring vocabulary

in a foreign language.

Furthermore, investigation about the lack of motivation in the English classes considers the

necessity of some groups of students from my community. This is another reason whereby my

project is feasible and I will apply this at a school level. Permission of the High school’s

authorities allowed me to work this project. Further details about the precise questions stated in

the surveys and interviews are explained in the following sections.

3.1.2. Bibliographical research

Analytical bibliography deals with books and their relations solely as material objects, and in a

37

strict sense has nothing to do with the historical or literary considerations of their subject matter

or content. In addition, papers and thesis documents are included as a reference to analyze and

interpret our data.

This project compares and contrasts findings from other authors to explore the results obtained

from the analysis of the data we collect in the field stage, about vocabulary acquisition issues

from different sources. After collecting the information and data, we proceed to deepen on the

results obtained for drawing conclusions and further explanation.

3.2. Methods, Techniques and Research Instruments

Information to be collected includes surveys given to students, interviews to teachers, 12

The process of obtaining the information was followed by the parameters of the English

department, the principal’s purpose of this process was to realize the point of view of the

teachers, and to consider the possible reasons why the students present difficulties to learn

vocabulary.

3.2.1. Teachers’ Interviews

The process of obtaining the information was followed by the parameters of the English

department, the principal’s purpose of this process was to realize the point of view of the

teachers, and to consider the possible reasons why the students present difficulties to learn

vocabulary.

38

3.2.2. Class Observation.

This main aim of this process was to determine what could be the possible problem in the

methodology applied with the students, and why the students do not enjoy to learn new

words during the units.

3.2.3. Surveys.

The surveys were applied for a group of students after we observed their class participation

during an English class. The objective of the application of the surveys was to realize how

the students feel when they are studying English at school, and what could be the possible

advantages if we apply flipped classroom in their classes.

3.2.4. Pre-test and post-test.

The students were tested with basic vocabulary from the previous units they have studied in

their first week of classes. The Objective of this process was to improve students’ vocabulary

acquisition during the research project.

3.2.5. Model Class.

The independent variable was applied. It was helpful and relevant during the learning

process.

3.3. Research Population and Sample

The research population consists of 1 coordinator and 1 teacher of eighth grade, who were given

a structured interview; we worked with 35 students with whom a survey was used as a means

of obtaining information. It will work with the entire population so the sample is equal to the

population.

39

Population Technique

Coordinator 1 interviews

Teacher 1 Interviews and

observation

Students 35 surveys

TOTAL 37

Table 3. Population and sample

3.4. Sources, Resources and Timeline

3.4.1. Sources.

SOURCES REQUIREMENTS

Internet Services To look for specific information about the project.

Laptops To organize used in this research project

Printer To print the surveys, the pre-test, the post-test.

Projector and

speakers

To show the students videos, class, exposition, of

the research project. Table 5. Source

3.4.2. Resources.

Table 6. Resources

DESCRIPTION NUMBER

Internet 5 months

Bibliography resources Research books

Human resources 1 researcher

Technological resource Photocopier

Laptop

Pen drive 2

Copies 140

40

3.4.3. Timeline.

Table 7. Timeline

TIMETABLE

ACTIVITIES

MONTHS

September October November December

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

General

Instructions for

the timeline x

Class observation x Elaboration and

Approval of the

survey for

students

x

Application of the

survey for

students x

Elaboration and

approval of the

questionnaire to

coordinators

x

Application of the

questionnaire to

coordinators x

Elaboration and

Approval of pre-

test of pre-test x

Application of

pre-test x

Tabulation of data

collected x

Elaboration of the

lesson plan x

Application of the

research project x

Elaboration and

approval of post -

test x

Application of

post-test x

Collection data of

the post- test x

Revision of the

analysis and

timetable x

Approval of

timetable x

Final writing of

the project. x x x x

41

3.5. Processing, Presentation, Analysis and Results

Student Survey

Question 1. I feel very good, when the teacher uses motivating strategies to improve my

abilities.

Table No. 8 Satisfaction with new methodological strategies.

ITEM ALTERNATIVE FREQUENCY PERCENT

1 Totally agree 24 68.6

2 Agree 5 14.3

3 Indifferent 1 2.9

4 In disagreement 3 8.6

5 Totally disagree 2 5.7

35 100.0 Table 8. I feel very good, when the teacher uses motivating strategies to improve my abilities.

Figure No. 3

Satisfaction with new methodological strategies

Figure 3. I feel very good, when the teacher uses motivating strategies to improve my abilities.

Analysis: After we analyzed the results obtained that the majority of students surveyed, 24

(68%) of them agreed, 5 (14%) agreed, they felt good when the teacher used methodological

strategies to improve their skills, only 1 is indifferent (3%); 3 of them, that is, 9% disagreed

and 2 (6%) totally disagreed. It is mean that students feel good satisfaction when teacher uses

new methodology strategy.

68%

14%

3%9%6%

Totally agree Agree Indiferent In disagrement Totally disagree

42

Question 2: The teacher uses the technology as a strategy to acquire vocabulary in English.

Table 9 –Use of methodological strategies



2 Agree 2 5.7

3 Indifferent 5 14.3



35 100.0 Table 9. The teacher uses the technology as a strategy to acquire vocabulary in English.

Figure No. 4

Use of methodological strategies

Figure 4. I feel very good, when the teacher uses motivating strategies to improve my abilities.

Analysis: The graph show students capability of relating the use of the flipped classroom as a

methodology strategies in order to improve their vocabulary acquisition; It is mean that they

like to use this type of strategies in their English class.

8%6%

14%

29%

43%


43

Question 3: My vocabulary acquisition depends on proper strategy that the teachers use.

Table 10 – vocabulary acquisition depends on appropriate strategies



2 Agree 9 25.7

3 Indifferent 0 0.0



35 100.0

Table10. My vocabulary acquisition depends on proper strategy that uses the teacher.

Figure No. 5

Vocabulary acquisition depends on appropriate strategies

Figure 5 My vocabulary acquisition depends on proper strategy that uses the teacher..

Analysis: Analysis: The graph above show that most students consider that their vocabulary

acquisition depends on the appropriate strategy used by the teacher, According to the survey

students are mostly aware of their previous knowledge is low that show that when they

performing an activity the result is not the adequate.

45%

18%

0%

6%

31%


44

Question 4: I am able to acquire knowledge better when the teacher uses strategies like games,

role plays, internet related activities, etc.

Table 11 – Acquisition of knowledge dependence on strategies



2 Agree 14 40.0

3 Indifferent 4 11.4



35 100.0 Table 11. I am able to acquire knowledge better when the teacher uses strategies like games, role plays, internet related activities, etc.

Figure No. 6

Acquisition of knowledge dependence on strategies

Figure 6. I am able to acquire knowledge better when the teacher uses strategies like games, role plays, internet related activities, etc.

Analysis: The graph above show students’ capability of relating the use of games, role plays,

internet in the process of the vocabulary acquisition. According to the surveys, are mostly aware

of the use of interactive activities in the English class. This type of strategies might have been

applied for a long time.

44%

39%

11%3%3%


45

Question 5: I feel more attracted to the class when the teacher stimulates my thinking skills.

Table 12 – Class attraction when there´s a stimulation



2 Agree 5 14.3

3 Indifferent 0 0.0



35 100.0 Table 12. I feel more attracted to the class when the teacher stimulates my thinking skills.

Figure No.7

Class attraction when there´s a stimulation

Figure 7. I feel more attracted to the class when the teacher stimulates my thinking skills.

Analysis: The graph above show students’ capability of relating the use of attracted class when

the teacher stimulates their thinking skills. According to the survey they learned more when

they practices activities using the critical thinking.

86%

14% 0%0%0%


46

Question 6: I apply technology to improve my knowledge when the teacher works with

flipped classroom.

Table 13 – Teachers help with homework at home



2 Agree 12 34.3

3 Indifferent 0 0.0



35 100.0 Table 13. I apply technology to improve my knowledge when the teacher works with flipped classroom.

Figure No. 8

Teachers help with homework at home

Figure 8. I apply technology to improve my knowledge when the teacher works with flipped classroom.

Analysis: The graph above show students capability of relating the use of technology to improve

their knowledge when the teacher works with flipped. According to the surveys students are

mostly aware of the use of technology as a resource in their vocabulary acquisition.

60%

34%

0%6%0%


47

Question 7: I like to work with the flipped classroom because it develops my knowledge.

Table 14- Acceptance of the flipped classroom and knowledge development



2 Agree 10 28.6

3 Indifferent 0 0.0



35 100.0

Table 14. I like to work with the flipped classroom because it develops my knowledge.

Figure No. 9

Acceptance of the flipped classroom and knowledge development

Figure 9. I like to work with the flipped classroom because it develops my knowledge.

Analysis: The graph above show students’ capability of relating the use of technology as a

strategies when the teacher works with flipped classroom. According to the surveys students

feel comfortable with the use of technology in their English process. It is mean that teachers

should implement this method in their English class.

64%

30%

0%6%0%


48

Question 8: The flipped classroom takes me little time study but I learn in an effective way.

Table 15- Flipped classroom and effective learning



2 Agree 11 31.4

3 Indifferent 2 5.7



35 100.0 Table 15. The flipped classroom takes me little time study but I learn in an effective way.

Figure No. 10

Flipped classroom and effective learning

Figure 10. The flipped classroom takes me little time study but I learn in an effective way.

.

Analysis: The graph above show student’s capability of relating the use of the flipped classroom

takes little time to study. According to the surveys students develop their knowledge practicing

exercises and doing homework using the flipped classroom strategies.

64%

30%

0%

6%

0%


49

PRE-TEST VOCABULARY

Instruction 1: Four questions vocabulary pre-test

Table 16 – Pre-Test Vocabulary. Instruction 1

Alternatives Frequency Percentage

Approved 10 29%

Failed 25 71% Table 16. Four questions vocabulary pre-test

Figure 11 – Pre-Test Vocabulary.

The seventy-one percent of the students failed in the pre-test. However, the twenty nine percent

of the students did well in the test. The questions for the pre-test were taken from their student’s

book that the students. The students were told to check the vocabulary in their books before the

test.

29%

71%

Graphic 31

Approved Failed

Figure11. Four questions vocabulary pre-test

50

In the post test the seventy- nine percent of the students that is thirty students got good results.

The post-test was made from the units of the book that were studied while the research project

was applied. The twenty- one percent of the students that is five students did the test regularly,

they did not get good grades. However, they did not got very good results as the rest of the

class. Those five students presents educational problems. Three students have vulnerability, and

the other two students always misses classes because of their family situation. This research

project has proved that the applying flipped classroom approach is very helpful for students to

learn and improve their vocabulary acquisition.

3.5.1. Interview with the manager

In the interview with the manager she said that policy approves and promotes that teachers

receive training that allows their professional growth, however they do not have any

0 5 10 15 20 25 30 35

Students

POST-TEST

Approved Failed

21%

79%

POST-TEST

Failed Approved

Tabla17. Post Test

Figure12. Post-test

51

structured training plan. Moreover, teachers are free to apply the techniques and strategies

they deem appropriate in their classes. Teachers have the freedom to change what they

believe does not work and needs to be changed. Also it is interest of this institution to reach

the highest educational standards possible, allowing our students to develop their skills and

abilities as much as possible and this can only be achieved by keeping us updated on new

pedagogical trends. Overall vocabulary acquisition in our students is average-low. So far,

we have identified familiar factors such as low income or domestic problems that interfere

with the development of children. In other cases students get bored in class or fail to move

at the speed teachers expect and are unmotivated. Teachers who have applied new

methodological strategies in their classes have detected advances in the cognitive level of

their students, especially in strategies that use role play activity. One of the characteristics

of teachers depends to a large extent on the success of teaching activity, overly authoritarian

and rigid teachers have students who are among the most backward teachers. In this

institution this new approach has been applied only once, however it expect students to be

more motivated to attend and participate in classes and to acquire knowledge more quickly.

3.5.2. Interview with the English Teacher:

Once analyzed and interpreted the results of the interview applied to the teacher of eight year,

he explained that he did not have received any training in this regard. So far the director support

provided it. It approved by the collective of teachers. In general the teacher had the opportunity

to meet once a week in methodological meetings but they keep consulting much more

frequently. However they have interest and advantages to apply them. Generally they consider

that students’ vocabulary acquisition is average and in some cases, less than average, however

they detected great potentialities in them. In general, classes are quite traditional, although on

some occasions they tried to change the way of imparting them a little. Moreover many of the

52

students have very difficult family situations, which makes them not fully concentrated in

classes, others are simply not interested, so motivation must be a very important factor.

In conclusions, teachers have not systematically applied new methodological strategies to

respond with certainty, but they hope improves. Teacher applied the flipped classroom once

and he got good appreciation of the strategy in the students. So teacher would like to try

something really different, in order to full institutional expected.

3.5.3. Class Observation.

Throughout some weeks applying the flipped classroom approach, the researcher could

notice that:

Students enjoy learning new vocabulary using videos.

The teachers give clear instructions and use platform to consolidate the knowledge learned.

The teachers speak only in English, and encourage the students to answer just

in English.

Students try to communicate in English to other students using vocabulary learned.

Students record themselves and practice vocabulary learned.

53

3.5.4. Pre- test and post-test.

The tests were applied to thirty-five students, and a high difference could be appreciated

between how the students learning process succeed after applying the independent variables

to acquire vocabulary. In the pre-test it is shown that the students to not recognize basic

vocabulary from the previous unit. On the other hand, once the post-test was applied, it is

visible that students became better in their vocabulary acquisition, and they also improve

their English skills.

3.6. Preliminary Conclusions

In general, the students surveyed expressed their appreciation for the use of the inverted

classroom as a methodological strategy during the classes, identify that they learn better when

the teacher is creative and stimulates their thinking, recognize that their acquisition of

vocabulary can improve depending on what is appropriate and relevant that is the

methodological strategy selected by the teacher in the method of teaching the classes.

This facilitates the teaching-learning process because the teacher already got an idea of what

their students need to improve their vocabulary acquisition, and also shows that these children

have a high level of self-knowledge of their abilities and pedagogical requirements. As for the

motivation and acceptance of the inverted classroom method, evidently these adolescents have

detected that they were facilitated learning in the only contact experience they had with this

method.

On the other hand, in the interview with the school manager, it was detected that there is

willingness to implement new methodological strategies to teach classes, however there has

been no systematic or structured plan to achieve this. Teachers are responsible for their training

54

and professional development, and not everyone has the same level of knowledge of the new

techniques because it has depended entirely on their personal management. In addition, the

inverted classroom approach, although applied on one occasion, lacked systematicity in its

application.

In the interview with the teacher, he showed that he is willing to change what is necessary to

achieve an improvement in the acquisition of knowledge of his students, demonstrating

commitment and responsibility for the training of students.

4. PROPOSED PROJECT PLAN

4.1. Title: VOCABULARY MODEL CLASS FOCUSED ON A FLIPPED

CLASSROOM APPROACH

4.2. Justification

As a result of the research carried out on the vocabulary acquisition level of the students of the

Eighth Year of Basic General Education at "Nuestra Señora del Quinche School " province of

Guayas, Guayaquil canton, Ximena parish, District 1, zone 5, period 2017-2018, problems were

detected in the use of the strategies. In the surveys carried out the students themselves report

lacking motivation and they would like the teacher to change the way of imparting the content,

making it more interactive, where they had more time to solve problems with the help of the

teacher and his classmates and refer that they liked the flipped classroom experience.

In the interviews with the manager and the teacher of these students both consider that the

55

flipped classroom approach can be adequate to solve the teaching problems that are detected in

their students and they were totally willing to change the method of teaching the classes, as

long as the new method prove to be superior to the employees so far. Traditional teaching

has proven to be inefficient in preparing the new generations to confront an increasingly

changing, information-demanding and globalized world. In addition, as a result of these same

dizzying changes and the excess of information in the environment, children find it harder to

concentrate their attention on knowledge that has not been shown to be useful to survive and

thrive in that environment.

Traditional education, focused on the teacher as a transmitter of knowledge and which considers

students to be passive recipients, does not allow exchange, considers it fraud that atomizes

individuals and isolates them when it comes to learning, does not have in mind the way the

human brain learns.

In general, one learns best when there is an exchange of ideas, when students put their words

to explain the contents and concepts to their peers, because to explain, they must first

understand and incorporate it into their body of knowledge. It is best learned in a relaxed

environment, with freedom of expression, where all types of intelligence are put into play and

personal opinions are taken into account, in an atmosphere of freedom and respect for all actors,

whether instructors or apprentices.

The new methodological strategies, which are part of the revolution that faces education and

pedagogy, are more inclusive, more horizontal, consider the diversity of knowledge and ways

of learning as something valuable and enriching that can improve the learning process. New

technologies also gained prominence in the educational environment, bringing the student

56

knowledge, making it more affordable and popular. Therefore, to use all the knowledge

acquired in the practice of education is vital to ensure that the teaching give us for his century.

The flipped classroom approach applies new technologies so that the student learns the basic

knowledge, and has the advantage that he does it at his own pace, in an environment that is

comfortable and without pressure such as the home.

At the moment you must apply that knowledge you have the support of your teacher and other

students so you can consolidate the knowledge gained and evacuate the doubts that arose during

the self-study and knowledge is built collectively in a more horizontal and pleasant.

4.3. Objectives

4.3.1. Broad Objective.

To improve student’s vocabulary acquisition through the use of the flipped classroom as a

methodological strategy.

4.3.2. Specific Objectives.

To design a model class with the flipped classroom approach

To facilitate the vocabulary acquisition process through a flipped classroom approach.

To motivate students to acquire vocabulary in a second language with the flipped

classroom approach.

To adapt real situation in the vocabulary acquisition through the flipped classroom.

57

4.4. Content Framework of the Proposed Project Plan

Vocabulary model class with the flipped Classroom approach: this is one of the methods used

to motivate and make classes more interesting and productive for students, a strategy with a

completely different and innovative approach to that used by traditional teaching. It also uses a

series of multimedia elements, considers the individual characteristics of students' learning,

which reduces the pressure on them when studying and contributes to increase motivation.

Flipped classroom

Bank of activities

Didactic Material

Multimedia elements

learning environments (classroom and home)

Teacher’s role

Students’ role

4.5. The Proposed Project Plan

Programming a vocabulary class with the flipped classroom approach.

58

10 hours:

1-2 hour: flipped classroom about vocabulary- traveling

Discussion – questions asked through Edmodo and they bring them printed

Make sentences using this vocabulary

3-4 hour: show pictures to them and they explain the meaning of the Word

Show them correct and incorrect sentences

Make them analyze the sentences and correct the mistakes

5-6 hour: show a dialogue in a listening exercise (with vocabulary)

Practice pronunciation

Practice in pairs

Bonus: the more realistic, the winner

7-8 hour create a postcard about a tourist place

Check the postcard in pairs

Take the postcard to home to edit it

9-10 hours show postcards to the classroom

59

Figure 13 Programming a class with the flipped classroom approach

https://plus.google.com/+YouTubeEducaci%C3%B3n/posts/jcDss5od7sM

Teacher:

Title of the lesson:

Subject:

Course:

Date and duration:

The students will be able to practice exercises about vocabulary acquisition, after studying the

didactic material created by the teacher: video with explanation of the theory related to

vocabulary acquisition, importance of this knowledge and application in daily life. Example of

the activities to be carried out in the home:

The student will complete exercises and diagram delivered by the teacher with questions about

the topic learned that promotes the student to make notes and reflections on what they have

learned. In addition, the student must write down their concerns and ask questions to the teacher,

based on these, to evacuate them in classes, also students are be able to create their own video


60

and upload their video in Edmodo platform.

Activities to do at home

Discussions of groups of different sizes, as the teacher understands to promote and facilitate the

exchange.

• Focus the development of the activity on specific problems, delivered by the teacher or

proposed by the students.

• Delivery of differentiated activities to students according to their particular needs.

• Promote learning among them, facilitating that more advanced students act as tutors for others.

• Promote collective and collaborative work through the design of group activities, where the

leadership function corresponds to the student and the teacher behaves as a facilitator.

Exercise with the application of the flipped classroom approach.

The student studies through a video provided by the teacher the contents oriented for that

lesson. It also has a didactic guide that will guide your work and focus on what is relevant and

important. Basically you will be asked to make notes that allow you to organize and understand

what you studied. The atmosphere of familiarization with the content at home. Then they will

be given exercises that they must complete individually, in a first stage and then collectively in

61

the classroom. In this way, the individual skills of each of them are worked on and the ability

to work in groups is fostered and consensus is reached after a respectful discussion.

To evaluate the performance the teacher will take into account the personal effort of each

student, their consistency and progress, all that will influence the final grade. This is expected

to encourage the student's autonomy and discipline, making him responsible for their own

progress.

This approach also allows students to teach the importance of being flexible, through the

example provided by their teachers, who will face new ways of imparting content. This allows

developing new capabilities and learning possibilities.

Materials and resources necessary for the application of the flipped classroom approach.

Recording equipment:

a) Camera

b) Cellphone

2. Editing staff

3. Account in Edmodo

4. Appropriate course for group activities

5. Projector and PC in the classroom.

6. Teaching material:

b) Readings

c) Recorded videos

d) Previous video

62

4.6. Validation of the Proposed Project Plan

UNIVERSIDAD LAICA VICENTE ROCAFUERTE DE GUAYAQUIL

Validation of the Proposed Project plan

“THE USE OF THE FLIPPED CLASSROOM AS A METHODOLOGICAL


LANGUAGE AT UNIDAD EDUCATIVA PARTICULAR “NUESTRA

SEÑORA DEL QUINCHE” IN 2017-2018.”

Rating scale

Alternatives Very

significant Significant

Somehow

significant

Not that

significant

Not

significant

Sequence of the

study

(Introduction,

objectives,

activities)

x

Scientific aspect x

Social impact x

Feasibility x

Relevance x

Originality x

Language x

Comprehension x

Creativity x

Comments

__________________________________________________________________________________

______________________________________________________________________________

Name: Lic. Monserrat Arroyabe Balarezo

Signature

Occupation: English Coordinator

Phone number: 0997854451

63







Rating scale

Alternatives Very

significant Significant

Somehow

significant

Not that

significant

Not

significant

Sequence of the

study

(Introduction,

objectives,

activities)

x

Scientific aspect x

Social impact x

Feasibility x

Relevance x

Originality x

Language x

Comprehension x

Creativity x

Comments

IN OUR INSTITUTION, IT IS REALLY INNOVATING THAT LANGUAGE TEACHERS ARE USING

FLIPPED CLASSROOM AS A METHODOLOGY TO EDUCATE TEENAGERS BY USING TECHNOLOGY

AS A MAIN SOURCE, BEYOND THE TRADITIONAL BOOK THAT MOST TEACHERS ARE REQUIRED

TO USE.

Name: Miguel Angel Herrera Vivar, BSc.

Signature

Occupation: English Teacher – Office of Natural

Sciences

Phone number: +593 98 384 0858

64







Rating scale

Very

significant

Significant

Somehow

significant

Not that

significant

Not

significant

Aspects X

Introduction X

Objectives X

Relevance X

Sequence X

Presentation X

Depth of study X

Language X

Comprehensio

n

X

Creativity X

Impact X

Comments:

_____________________________________________________________________

___________________________________________________________

Name: Janeth Mora Zapater.

Signature

Occupation: Principal of school of English at Laica

University

Phone number: 0990536501

65

4.7. Impact / Benefits of the proposed project plan

The flipped classroom approach is a dynamic and collaborative approach, aware of the

individual differences, the flipped classroom has a series of benefits in its application, among

which are:

1. It generates commitment in students by making them responsible for their education and their

individual progress and turn them into active subjects who work, decide, and participate. This

has the advantage that the student is more involved and motivated, since it feels an important

part of the learning process, not a simple vessel to fill with knowledge.

2. The critical moment of learning, when the acquired knowledge must be applied, students

spend it surrounded by people who can help them overcome doubts and difficulties, especially

with the guidance and support of the teacher, who can guide and correct them.

3. There are greater opportunities to evacuate the doubts, and to emphasize the collaborative

learning, since the time of classes the teacher can dedicate to these activities once the students

have previously studied the contents in the house.

4. Takes care of the individual needs of each student, since each one of them will dedicate the

time they need to study the contents, until their complete comprehension is achieved. You can

watch a lesson in video support as many times as you wish. In addition, the teacher can prepare

different materials for the particularities of the groups of students that have their class.

5. The teacher can dedicate more time to encourage in his students the analysis, the evaluation,

the creation, once overcome the stages of comprehension, description, which reach during the

66

self-study. This is why the inverted classroom encourages meaningful learning, reaching higher

levels in cognitive skills.

6. Individual and team work is fostered, which is why it trains students to work in groups and

to reach the advantages that cooperation can offer in the process of achieving a common goal.

Develop skills such as organization, planning and communication.

7. It has a strong motivating element, since in the first place it places the student at the center

of the teaching-learning process, making it responsible for its progress, as well as taking into

account the rhythms of acquisition of individual knowledge, decreasing the demotivation due

to lack of understanding of the contents and feeling of failure, is more flexible so the teacher

can develop their creativity in implementing fun, interesting ways to impart content and finally

find motivation in practice, as they learn by doing , so that understanding is easier.

Figure 14. Flipped classroom



67

FINAL CONCLUSION

Methodological strategies have a great influence on the cognitive development of students,

since they increase motivation, allow students to understand concepts and contents more

quickly and efficiently; facilitate student-teacher communication and create an environment

conducive to meaningful learning.

The most important methodological aspects considered in the elaboration of this

methodological guide (class model) are to maintain a high motivation for the content, for which

it is necessary that the teacher be creative, flexible and provide personalized help, as required

by their students and During the process, applying new methodological strategies, the teacher

considers the needs of his group and of the students in particular.

RECOMMENDATIONS

It is recommended to create a structured training program that allows teachers to receive the

essential knowledge to update them on pedagogical trends and the most current and effective

methodological strategies.

The institutional willingness to apply changes in the teaching methodology at "Unidad

Educativa Nuestra Señora del Quinche ", incorporating new and effective methodological

strategies to the teaching-educational process, which allow an improvement in the vocabulary

acquisition of their students. Systematizing the use of the flipped classroom classes, constantly

monitoring the performance and progress of students, which will allow teachers to make

changes in their methodological strategies if their group or a particular student requires it.

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ANNEXES

INSTRUCTIONS: It is suggested that you read the contents of this survey and mark with an X,

in the box that corresponds to the column that best reflects your criteria taking into account the

following parameters.

1= totally agree, 2= Agree, 3= Indifferent, 4= in disagreement, 5= totally disagree

# Questions 1 2 3 4 5

1 I feel very good, when the teacher uses motivating

strategies to improve my abilities.

2 The teacher uses the technology as a strategy to acquire

vocabulary in English.

3 My vocabulary acquisition depends on proper strategy

that uses the teacher

4 I am able to acquire knowledge better when the teacher

uses strategies like games, role plays, internet related

activities, etc.

5 I feel more attracted to the class when the teacher

stimulates my thinking skills.

6 I apply technology to improve my knowledge when the

teacher works with flipped classroom.

7 I like to work with the flipped classroom because it

develops my knowledge

8 The flipped classroom takes me little time study but I

learn in an effective way.

Interview with the manager:

Questions:

1.- Are there training plans for your teachers that will allow them to know and apply new

methodological strategies to teach?

2.- Are there plans of standard classes with methodological strategies that teachers are

required to apply in their classes?

3.- Are teachers free to change their way of teaching and applying new methodological

strategies?

4.- Is it in the interest of the school to apply new methodological strategies to teach?

5.- What is the average in vocabulary acquisition in your students?

6.- What factors do you identify that impede the full cognitive development of your students?

7. - How does the application of new methodological strategies of the students in this School

relate?

8. - How is the development of students' knowledge related to the characteristics of teachers?

9.- What importance does it give to the development of a didactic guide with the flipped

classroom approach?

10.- What positive changes would you expect if the flipped classroom approach is applied?

Interview with the English Teacher:

Questions:

1.- Have you received training on the use of new methodological strategies?

2.- Are you free to change the way you teach and apply new methodological strategies?

3.- How often do teachers have methodological meetings to exchange experiences?

4.- Are you interested in the application of new methodological strategies to teach classes?

5.- What is the average in vocabulary acquisition in your students?

6.- Do you apply strategies that develop the acquisition of knowledge in classes?

7. What factors do you identify that prevents the full development of your students?

8.- How does the application of new methodological strategies relate to the students in their

class?

9.- Have you previously applied a class with the inverted classroom approach?

10.- Would you be willing to apply this method so radically different from the traditional one

frequently?

PRE-TEST VOCABULARY

Name:

Date:

Course:

1) Look and number the school places. (3.50 points)

2) Circle the incorrect object in each room. (1.50 points)

3) Classify the family words. (1.50 points)

4) Look and label the maps with the places. (3.50 points)

D.R. © Richmond Publishing, S.A. de C.V., 2016 Photocopiable

Activities

Name:

Date:

Course:

Family Relationship

1) Look at the tree family and circle the correct option. (2.50 points)

2) Read and solve the puzzle with the family words. Then write the mystery word. (3 points)

Free- time activities

1) Look and circle the correct option. (1.50 points)

2) Look and complete. Then match the activities with the picture. (1.50 points)

3) Look, Read and complete the sentences. (1.50 points)


Groups Activity

Name:

Date:

Course:

Places

1 Complete the places words with vowels. Then label the pictures.(1.50)

2. Choose one country and talk about their tourist places. Then record and up load in

Edmodo platform. (8.50)


RESEARCH PROJECT

VOCABULARY POST-TEST

Name:

Date:

Course:

1. Read and circle the correct option.

2. Look and complete the movie words.

3. Look and complete the sentences using the correct adjectives.

4. Look and write the professions.

5. Look and circle the correct action.

6. Unscramble the actions. Then classify the phrases.


Class observation 1

Class observation 2

Group exposition using traditional method

Group exposition using flipped classroom

Student’s Survey

Interview with the English Coordinator

Interview with the English Teacher

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: THE USE OF THE FLIPPED CLASSROOM AS A METHODOLOGICAL STRATEGY FOR VOCABULARY ACQUISITION IN THE ENGLISH LANGUAGE AT UNIDAD EDUCATIVA PARTICULAR “NUESTRA SEÑORA DEL QUINCHE” IN 2017-2018.

AUTOR/ES: Andrea Danessa Aviles Guadalupe

TUTOR: Mg. Xavier Torres

REVISORES:

INSTITUCIÓN: Universidad Laica Vicente Rocafuerte de Guayaquil

FACULTAD: Educación

CARRERA: Ciencias de la Educación – Mención Inglés

FECHA DE PUBLICACIÓN:2018 No. DE PÁGS:67

TÍTULO OBTENIDO: Licenciado en Lengua Inglesa Mención en Enseñanza y Administración de Sistemas Educativos en TEFL

ÁREAS TEMÁTICAS: Humananidades

PALABRAS CLAVE: Learning vocabulary, flipped classroom in vocabulary acquisition.

RESUMEN: This project focuses on the low acquisition of vocabulary in students; this is a frequent problem

in educational institutions. The objective will be to promote methodological strategies that go

hand with technology, the purpose of encouraging students' interest specifically in “the

acquisition of vocabulary in a foreign language", resulting in motivated students with a high level

of meaningful learning. For the present investigation, a bibliographical and field study was carried

out at the Nuestra Señora del Quinche Private Educational Institution. Through interviews and

surveys with authorities, teachers and students, the necessary information was collected to find

out about the problems existing in the Educational Institutional. The application of the Flipped

classroom proposal was successfully concluded, a technique that allows teachers to leave

traditional classes and create an interesting form of study for the group of students, achieving

that students with low cognitive level improve their academic performance in Foreign Language.

No. DE REGISTRO: No. DE CLASIFICACIÓN:

DIRECCIÓN URL: www. ulvr.edu.ec

ADJUNTO PDF: x SI NO

CONTACTO CON AUTOR/ES Teléfono: 0969682599 E-mail:andreaaviles1104 @Gmail.com

CONTACTO EN LA INSTITUCIÓN: Nombre: Ab. José Martin Maldonado

Teléfono: 2596500 ext. 221

E-mail: [email protected]

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