A FLIPPED CLASS ON ENHANCING EFL ACADEMIC VOCABULARY ACQUISITION FOR NON-ENGLISH MAJOR COLLEGE STUDENTS

Xuanxuan Zhou; Nur Ainil  Sulaiman; Hanita Hanim  Ismail

doi:10.46244/geej.v12i1.3209

Xuanxuan Zhou Department of College English, Wenzhou Business College, Zhejiang, China
Nur Ainil Sulaiman Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Hanita Hanim Ismail Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia

DOI: https://doi.org/10.46244/geej.v12i1.3209

Keywords: The Flipped Class, Academic Vocabulary, Non-English Major Students, Mind Map, Vocabulary Knowledge Theory

Abstract

This study develops a flipped class aimed at enhancing academic vocabulary acquisition among EFL non-English major college students in China, utilizing the ADDIE instructional design framework, which encompasses Analysis, Design, Development, Implementation, and Evaluation. In the Needs Analysis phase, 85 students from an international programme completed a 4-point Likert scale questionnaire to identify vocabulary learning needs. During the Design and Development phases, 26 voluntarily participating students employed mind map techniques alongside the flipped class approach to enhance vocabulary instruction. In the Implementation and Evaluation phases, students participated in the flipped class and provided feedback through a semi-closed questionnaire to assess the teaching method’s effectiveness. The findings reveal that 98.72% of students rated their vocabulary proficiency as average or poor, highlighting a significant need for targeted instruction. Students attached significance to dimensions such as meaning (mean=3.44) and pronunciation (mean=3.24), while they valued aspects like connotation (mean=3.08) to some extent, indicating gaps in current teaching practices. Also, this research demonstrates the detailed ways of peer interaction and structured learning to meet students’ study needs. In the end, 96% of students expressed that the flipped class effectively enhanced their academic vocabulary acquisition. For future studies, researchers could extend practice duration, and explore more potential ways to take fully advantages of the vocabulary cards made by students.

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