Iraqi EFL learners reported infrastructure, technology, and social barriers to flipped classroom implementation¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interviewees named slow internet connection (N=7), video quality (N=6), unawareness of using technology (N=4), and social factors (N=3) as drawbacks of FCI. → Ramyar O. Qader and Fadime Yalcin Arslan 2019

Evidence¶

Ramyar O. Qader and Fadime Yalcin Arslan 2019¶

Ramyar O. Qader and Fadime Yalcin Arslan. (2019). THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS. Teaching English with Technology, 19(1), 36-55. https://eric.ed.gov/?id=EJ1204642

q2 · i? · causal · r2

Inductive content analysis of the 10 interviews identified drawback themes: slow internet connection (N=7), quality of videos (N=6), unawareness of using technology (N=4), and social factors such as parental restrictions on internet use (N=3). One student noted "Internet connection in Iraq is very slow".

"some students commented that slow interne t connection was a problem (N=7) as one student explained it in the following way"

Discussion¶

Related Claims¶

• Infrastructure and access constraints were reported in 18 of 54 studies (33%) as the second higher-order technical limitation category — a broader claim this one bears on
• Technical issues (login scanning, internet connectivity, projector setup, and glitches) frustrated students and created a significant barrier to playlist implementation — a broader claim this one bears on
• Technical difficulties were the most frequently reported implementation limitation, mentioned in ten of the thirteen studies — a broader claim this one bears on
• Trails were only partially successful technologically due to device and network problems — a broader claim this one bears on
• Student interviewees reported technical support availability as a significant gap for online students. — a broader claim this one bears on
• Flipped classroom instruction produced significantly better post-test writing scores than traditional instruction among Iraqi EFL sophomores — related
• Iraqi EFL learners held predominantly positive attitudes toward flipped classroom instruction — related