Flipped Classrooms for Teaching English in Software Engineering Settings
Keywords:
Flipped classroom, English for Specific Purposes (ESP), software engineering, student engagement, language proficiency, technical language, active learning, higher education, language acquisition, real-world applicationsAbstract
The research investigates through practical methods how the flipped classroom method impacts student participation along with the learning of Specific Purposes English for students in software engineering programs. Sixty students took part in an ESP course which implemented flipped classroom methodology throughout an entire semester. Through this approach students used online materials before class to watch instructional videos and read content and complete quizzes about programming terminology and concepts for software engineering. The classroom sessions utilized different interactive methods to support active student learning by implementing case studies as well as role-playing scenarios and group discussions about software development situations. Survey data and observation results together with pre/post-course assessments were used for data collection. The research data showed that students made notable enhancements in all three areas: their involvement level alongside language mastery alongside their drive to learn together with improved ability to use technical terminology for software engineering applications. Students enrolled in ESP classes who experience the flipped classroom learn more effectively due to an engaging learning space that promotes interactive sessions with their peers and increased self-direction leading to enhanced understanding of professional-specific language for software engineering.
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