Paper short abstract:

This study analyzes Japanese language learners' evaluation of flipped classroom teaching model and ways in which their perception of learning changes over time using SCAT (Steps for Coding and Theorization) method to verify the effects of the implementation of the flipped classroom qualitatively.

Paper long abstract:

This study analyzes Japanese language learners' evaluation of flipped classroom teaching model and ways in which their perception of learning changes over time.

Results of the flipped classroom have been widely reported by scholars such as Bergman and Sams (2012). However, in Japanese language education, those works are largely reports that compare the results of achievement tests attempted before and after the flipped classroom and a survey sheet with questions. No existing studies explore what learners who have until now been engaged in passive learning think of the flipped classroom, which impels them to learn in an active manner, and ways in which their learning experience changes over time.

Therefore, this study applies the concept of the flipped classroom to Japanese language education through grammar classes, which require a large amount of time for instruction. Semi-structured interviews were conducted after the lesson. Student evaluations of their learning experience in the flipped classroom and the change in student learning were analyzed using SCAT (Steps for Coding and Theorization). The interview survey focused on 19 learners, who ranged from intermediate to advanced level learners of Japanese. The interviews were conducted at the end of lesson semesters that were imparted in August and December 2016. The data extracted were interpreted and subsequently coded. Four structural concepts were extracted: the perplexity resulting from the change in the educational method, manner in which the flipped classroom was received, realization of the importance of preparing for the lesson, and change in perception of learning. We observed the changes mentioned in the following lines occurring in students from our theoretical description. Initially, there was a sense of perplexity because of the change in the method of imparting education. Students gradually got used to the lesson structure of the flipped classroom, which focuses on active learning. They realized that they could bring questions to the lesson and advance the knowledge that they gained during the lesson. The importance of preparing for the lesson was not lost on them. Furthermore, their view of learning changed when they realized that active learning induces them to improve their proficiency in Japanese.