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Exploring the perceived benefits and drawbacks of using multimodal learning objects in pre-service English teacher inverted instruction

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Abstract

This descriptive classroom-based study involved a group of 25 pre-service teacher participants from the Master’s program in Teaching English as a Foreign and Second Language (TEFL) at the Complutense University in Madrid (UCM), Spain. The participants were approached in their threefold facet as graduate students, classroom active debate leaders, and prospective teachers. We aimed to explore what they perceived to be the benefits and drawbacks of using multimodal learning objects (LO) as learners, active classroom debate leaders and pre-service teachers of English in contexts of inverted classroom instruction. The results showed that LO were perceived as an excellent tool in inverted settings of instruction as they enabled a shift in the classroom dynamics towards a learner-centred approach. No significant differences were found among the views of students, debate leaders, and pre-service teachers. However, pre-service teachers expressed concerns about implementing LO. This suggests that more importance should be given to support their use in the English classroom.

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Notes

  1. LO 1: Jelena Bobkina. (2016, December 2). Methodological approaches to teaching English through literature [Video]. YouTube. https://www.youtube.com/watch?v=80hXs8x3HLA

    LO 2: Jelena Bobkina. (2016, December 2). Advantages of using literature in the EFL classroom [Video]. YouTube. https://www.youtube.com/watch?v=WhdGHYuuJ04

    LO 3: Jelena Bobkina. (2016, December 2). Literature in the EFL classroom [Video]. YouTube. https://www.youtube.com/watch?v=LhCl_InI0jA

  2. In descriptive statistics, the Median (Mdn) is used to describe a typical value and the Interquartile Range (IQR) is used to describe the variability in the sample.

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Appendix 1

Appendix 1

1.1 Questionnaire - The use of multimodal learning objects in pre-service teacher inverted instruction

Please, evaluate the following items regarding the use of multimodal learning objects using the Likert scale from 1 to 5 (1-Strongly disagree, 2-Disagree, 3-Undecided, 4-Agree, 5-Strongly agree).

1. Student’s view

1

2

3

4

5

Multimodal learning objects are useful multimodal objects that facilitate the easy acquisition of complex content information in contexts of flipped classroom or inverted instruction.

     

Multimodal learning objects are useful multimodal objects that facilitate autonomous learning in contexts of flipped classroom or inverted instruction.

     

Multimodal learning objects are useful multimodal objects that facilitate classroom debate in contexts of flipped classroom or inverted instruction.

     

2. Debate leader’s view

1

2

3

4

5

Multimodal learning objects are useful multimodal objects that facilitate the teaching of complex content information in contexts of flipped classroom or inverted instruction.

     

Multimodal learning objects are useful multimodal objects that promote classmates’ autonomous learning in contexts of flipped classroom or inverted instruction.

     

Multimodal learning objects are useful multimodal objects that facilitate classroom debate in contexts of flipped classroom or inverted instruction.

     

3. EFL/ESL teacher’s view

1

2

3

4

5

Multimodal learning objects are useful multimodal objects that facilitate the teaching of complex content information in contexts of flipped classroom or inverted instruction.

     

Multimodal learning objects are useful multimodal objects that promote autonomous learning in contexts of flipped classroom or inverted instruction.

     

Multimodal learning objects are useful multimodal objects that facilitate classroom debate in contexts of flipped classroom or inverted instruction.

     

Please, answer the following questions:

  1. 1.

    As student, did you find the multimodal learning objects useful? Why/not?

  2. 2.

    As debate leader, did you find the multimodal teaching objects useful? Why/not?

  3. 3.

    As EFL/ESL teacher, would you use multimodal learning objects in your EFL/ESL classroom? Why/not? How?

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Domínguez Romero, E., Bobkina, J. Exploring the perceived benefits and drawbacks of using multimodal learning objects in pre-service English teacher inverted instruction. Educ Inf Technol 26, 2961–2980 (2021). https://doi.org/10.1007/s10639-020-10386-y

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