Volume 46 (3) - The Role of Video in the Flipped Language Classroom - Abstract

Oct 15, 2026

Flipped language classrooms are widely used, yet their definition remains contested. This article analyzes the roles of videos in a corpus of 52 secondary-school teachers’ descriptions of flipped language class settings, using Willis’ 1983 framework for video use in ELT classrooms. Videos are central to before-class activities, with frequent direct-instruction roles, and teachers apply inconsistent flipped criteria. Video is not a mandatory component.

LanguageEnglish

CategoryExam

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Pages23

Reading Time58 min

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Abstract

Introduction

Definition of the Flipped Classroom

Volume 46 (3) Fall/Automne 2020 The Role of Video in the Flipped Language Classroom Le rôle de la vidéo dans la classe de langue inversée Angelika Verch, Grenoble Alpes University, France Elke Nissen, Grenoble Alpes University, France Abstract Flipped classrooms have become a widespread form of pedagogical setting, yet there is no consensus on how to define flipped language learning. Several authors consider the use of videos that prepares in-class activities as an essential component. The study presented in this article examined the actual roles of videos in a corpus of 52 second language teachers’ descriptions of flipped language class settings~~;~~ and analysed using Willis’ 1983 framework for video use in the ELT classroom. In the corpus, videos were central in before-class activities, where a large number of videos were used. The type of roles these videos played at a before-class stage showed little overlap with Willis’ framework, mainly because many videos played the role of direct instruction. It was found that teachers did not share the same definition of a flipped setting, since in a quarter of the descriptions, not all the criteria applied. Video was not found to be a mandatory component of flipped language classes. Keywords: Flipped classroom, Blended learning design,Video, Language learning and teaching Résumé Si la classe inversée est aujourd’hui devenue une forme d’enseignement largement répandue, ladéfinition de ce qu’est une classe inversée en langues ne fait pour autant pas consensus. Plusieurs auteurs considèrent le recours à la vidéo lors de la phase préparatoire à distance comme une composante indispensable. Cet article présente l’analyse des rôles joués par les vidéos, au sein d’un corpus de 52 descriptions de classes de langue, faites par des enseignants du secondaire; analyse adoptant le cadre élaboré par Willis (1983) pour le recours à la vidéo dans l’enseignement de l’anglais. Dans notre corpus, les vidéos sont au centre des activités préparatoires au présentiel, et le recours à la vidéo est fréquent dans cette phase. Le recoupement entre les types de rôles de ces vidéos et ceux identifiés par Willis s’avère être minime, principalement parce que de nombreuses vidéos jouent un rôle d'instruction directe. Au niveau de la définition, notre étude permet de voir que tous les enseignants ne partagent pas la même CJLT/RCAT Vol. 46 (3) définition de ce qu’est une classe de langue inversée : dans un quart des descriptions, au moins l’un des critères définitoires ne s’applique pas. La vidéo n’apparaît ici pas comme une composante indispensable de la classe de langue inversée. Mots-clés : Classe inversée, conception d’une formation hybride, vidéo, apprentissage et enseignementdes langues. Introduction A steadily growing number of teachers in diverse contexts use blended learning settings (Würffel, 2014), and more particularly, flipped classrooms. Identifying a definition that embraces the specific context of language teaching and learning calls for the need to adapt the broad definitions elaborated for any discipline. The question is, then, whether existing flipped language classroom designs actually meet this definition. In this view, the presence and roles of videos are of major interest, since they are a frequently-used type of media in flipped language classrooms However, there seems to be a lack of recent research on their use in this context. This study addresses these questions and thus seeks to contribute to enhancing teachers’ and researchers’ understanding of the roles that videos play and the definition of a flipped language classroom itself. Definition of the Flipped Classroom Not long ago the term flipped classroom was considered as merely a buzzword (Bishop & Verleger, 2013; Brame, 2013), but today it is widely used, and relates to a general strategy in education in all subjects and at all levels of education (Lebrun & Lecoq, 2017) . It is considered as a “specific typ

FAQs

How does the study define and examine flipped language classroom settings?

It examines teachers’ descriptions of flipped language class settings and analyzes how video is used within those before-class activities.

What roles do videos most often play in before-class activities?

Videos are frequently central to before-class tasks, but many play a direct instruction role rather than roles matching Willis’ framework.

Is video required for a flipped language classroom?

No. The study finds video is not a mandatory component, and teachers do not uniformly apply all defining criteria.

Oct 15, 2026

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