Evaluating Micro Learning Module Integration for Advanced ESL Learners within Flipped Classroom Pedagogy

Abstract

The Mesa has written about how flipped learning and microlearning can improve teaching English as a second language. The current study takes a look at how microlearning can impact listening comprehension and narrative identity within challenged learners of English as a second language in an advanced flipped learning classroom. There are three areas that will be used to measure the impact of a flipped learning classroom: listening comprehension, oral fluency, and narrative identity. The sample consisted of 100 teachers recruited participants, from which 50 were randomly selected to be in the experimental group of flipped learning, and the other 50 were the control group in the traditional classroom setting. There have been significant gains in all three developmental areas for the experimental participants. The experimental group showed gains of 25 and 20, respectively, in oral fluency and listening comprehension. The control group only showed gains of 10 across both areas. The control group showed a 15% improvement in narrative identity and a 10% increase in oral fluency and listening comprehension.  The experimental group achieved a 22% increase in narrative identity, significantly higher than the control group.  In the flipped learning group, 95% of participants reported high engagement and motivation, compared to 60% in the control group.  From these results, one can see the positive impact that microlearning and flipped learning pedagogy have on teaching English as a second language to students. The impact is even more positive when the students are able to control, manage, and dictate the pace of the learning themselves and have in-class activities that are heavily participatory.