doi: 10.18178/IJLLL.2022.8.3.340
Effects of Managerial Facilitation Strategies on Flipped Learning for Developmental English Education
Hiroki Yoshida
- Kanto Gakuin University, Yokohama, Japan.
Abstract
Along with the increase of the university entrancerate and the diversification of university entrance examinations,many students who enter university are academicallyunderprepared for higher education, and as a result, mosthigher education institutes in Japan offer developmentaleducation to students who enroll in their institutions. Flippedlearning, which involves a combination of pre-classdevelopmental English education and in-class activities, wasimplemented as an instructional method for developmentalEnglish education in this study. This study purposed to identifythe effects of managerial facilitation strategies on flippedlearning for developmental English education. Findings of thestudy suggest that managerial facilitation provided by theinstructor enhances students’ willingness to keep on studying indevelopmental English learning, students’ English writingproficiency, and their attitude toward flipped EFL writing.Results also suggest that managerial facilitation on flippedlearning cultivates students’ learning habits and changesstudents into active learners.
Keywords
- Managerial strategies
- flipped learning
- developmental education
- learning management
- e-learning
How to Cite
Hiroki Yoshida, "Effects of Managerial Facilitation Strategies on Flipped Learning for Developmental English Education," International Journal of Languages, Literature and Linguistics, vol. 8, no. 3, pp. 160-164, 2022. https://doi.org/10.18178/IJLLL.2022.8.3.340
Copyright & License
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).