The Inverted Classroom in ESP: Engaging Students in Active Learning
DOI:
https://doi.org/10.66561/sehej.v7i3.1437Keywords:
Student Engagement, Inverted Classroom, ESP, Design-based approachAbstract
The Inverted Classroom Model (ICM) was introduced in English for Specific Purposes (ESP) courses at an Austrian university to enhance student engagement. This study aimed to explore the effectiveness of ICM in fostering engagement among part-time and full-time undergraduate Engineering students, who often face anxiety in language learning due to their focus on technology. Using a design-based research approach across three iterative cycles over four years, the study employed mixed methods—focus group interviews and questionnaires—to assess behavioral, cognitive, emotional, and social engagement. Findings revealed consistently high engagement, particularly in the social and emotional dimensions, with part-time students showing stronger peer collaboration and reflective learning. Pre-class assignments were found to substantially enhance in-class participation but posed challenges in home study phases, especially for part-time learners. Furthermore, the educator’s engagement seemed to significantly influence student engagement and performance. The study concludes that ICM is a viable method for ESP instruction, though course design should be tailored to diverse student needs and promote self-regulated learning.
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