Jane Setter, Professor of Phonetics presents her experience of using flipped learning to support students with the development of transcription skills.

celebrating linguistics

“Flipped learning” was used to spend less classroom time on theory and more time on the practice and development of broad phonetic transcription skills in undergraduate and postgraduate English phonetics and phonology lectures. The undergraduate classes comprised of home students for whom English is their first language, whereas the postgraduate classes comprise largely overseas students for whom English is a second or foreign language. The data are for two separate year groups in each case and compare performance in two different transcription passages each used in flipped and non-flipped years. The results show general improvement in the final dictation assessment for both groups in flipped years compared with non-flipped years, although there is more improvement for the undergraduates than for the postgraduates for one of the passages and, in the other, the postgraduate marks worsened. Positive feedback from students to the flipped learning approach included:
‘Flipped learning is perfect for this subject area’
‘The approach allows students to watch your lectures in their own time, and at their own pace.’
‘It is useful to be able to stop the vodcast/lecture at tricker points and either watch the slide again, take more notes or do more reading around the point.’
‘We were able to spend time discussing any questions people had in class and then move onto transcription practice for the upcoming exam.’
‘I would rather do the transcription in class with the support of classmates and the lecturer than alone at home.’
‘Flipped learning is brilliant’
For an example of Jane’s ‘flipped’ learning lectures please follow this link https://www.youtube.com/watch?v=kIAmqXF6bBE

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