The flipped learning pedagogy, an innovative strategy to enhance L2 motivation and employability skills
The West African Higher Education (HE) sector, mainly in the Francophone area, is currently facing pedagogical quality issues affecting learner motivation, engagement, and acquisition of skills that meet the demand of a 21st-century labour market and society as a whole. This is particularly true in the L2 field traditionally dominated by teacher-centred educational philosophies and passive pedagogical approaches. Moreover, from the 1880s to the 1990s there was a succession of L2 theories and approaches, but since the 1990s they have lost popularity and left the L2 field without particular methods and theories. This thesis involves the collection and analysis of quantitative and qualitative data, based on participants’ perception and classroom behaviours, to generate a theory (mixed-methods grounded theory). The research aims to close that gap by finding out whether and how the use of flipped-learning (FL), an innovative pedagogical approach, could possibly promote learner satisfaction in terms of motivational and ES development strategies. To answer this question, an online survey was conducted using a quantitative and a qualitative questionnaire administered to 35 L2 learner participants in a flipped Business English course. On top of the survey, four open-ended classroom observations (COs) involving 49 students, and three in-depth focus group (FG) interviews involving 13 students were conducted to gather further qualitative data for triangulation and results validation purposes. This course was part of the Programme Grande Ecole (PGE)1 Business Administration undergraduate and postgraduate degree programme in Centre Africain d’Etudes Supérieures en Gestion (CESAG), a West African Economic Monetary Union (WAEMU) Business School headquartered in Dakar, Senegal. The respondents from the PGE department, who voluntarily participated in the data collection process were selected through a non-probability purposive sampling technique. To analyse the data, a descriptive statistical analysis (μ and Pearson r) together with a grounded theory coding technique were utilised. The findings suggest that the FL approach has a noticeable positive impact on learner motivation, engagement, ES, and overall satisfaction, which is in line with the current literature. On this basis, the study concludes that the FL pedagogy has the potential to significantly impact learner motivation, engagement, acquisition of ES, and overall personal development, provided that the FL approach is based on the humanistic learning theory.
History
Qualification name
- PhD
Supervisor
Dr Munyangeyo, Theophile ; Dr Tan, JonAwarding Institution
Leeds Beckett University England, UKCompletion Date
2024-04-08Qualification level
- Doctoral
Language
- eng