Effect of gallery walk classroom (GWFC) on English language acquisition among diploma learners
Abstract
This study aimed to investigate the Effect of Gallery Walk Flipped Classroom (GWFC) on English Language Acquisition among Diploma Learners. The study utilised a quasi-experimental design with pre and post-tests to compare the performance of the experimental group and control groups. The experimental group received GWFC treatment for four weeks, while the control groups received standard flipped and traditional teaching. Data were collected through pre and post-tests. The results were analysed and compared using nonparametric tests as the sample size is less than 30 in each classroom. Pre and post-test scores were collected as quantitative data to evaluate the learning achievement. The findings showed that the GWFC group outperformed the control group regarding English language acquisition, in which the GWFC learners scored significantly higher compared to standard flipped classrooms (FC) and traditional classrooms (TC). There is a significant difference in achievement means between before and after the treatment for the GWFC. The study concludes that the GWFC approach can effectively promote English language acquisition among diploma learners. The study recommends that educators consider implementing GWFC in their classrooms to enhance English language acquisition among their learners. Thus, it can be said that GWFC instruction had a large effect on language acquisition among diploma learners. Implications, limitations, and directions for future research follow the findings.
Full text article
References
Ai, B. (2009). A survey on the effectiveness of Gallery Walk learning in English language teaching in China. Wisconsin: University of Wisconsin-Platteville.
Alias, N., & Ali, M. (2019). Flipped classroom approach to improve learner's learning experience in Malaysia. Journal of Information and Communication Technology, *18*(1), 97-113.
Anwar, F. Z. (2015). Enhancing students' speaking skill through gallery walk technique. Register Journal, *8*(2), 226-237.
Barzilai, S., & Blau, I. (2014). Effectiveness of a gallery walk teaching technique on knowledge retention in science teaching. Journal of Science Education and Technology, *23*(5), 638-648.
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Learner in Every Class Every Day. International Society for Technology in Education.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18).
Chen, L., Chen, T. L., & Chen, N. S. (2015). Learners' perspectives on using Gallery Walk learning in a flipped statistics classroom. Australasian Journal of Educational Technology, *31*(6).
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York: Academic, 54.
Crippen, K. J., & Archambault, L. (2012). Scaffolded inquiry-based instruction with technology: A signature pedagogy for STEM education. Computers in the Schools, *29*(1-2), 157-173.
Foldnes, N. (2016). The flipped classroom and Gallery Walk learning: Evidence from a randomized experiment. Active Learning in Higher Education, *17*(1), 39-49.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, *47*(1), 109–114.
Khalafi, A., Javaheri, F., Khajeali, N., & Haghighizadeh, M. H. (2023). Using Gallery Walk method to enhance learning outcomes and retention of nurse anesthesia students in Iran: A quasi-experimental study. Shiraz E-Med J, *24*(5).
Kolb, L. (2017). Learning first, technology second: The educator's guide to designing authentic lessons. ISTE.
Lanuza, M. H., Hilario, F., Arroyo, A., & Lara, M. (2022). Gallery Walk: The strategy in improving mathematics performance of the SHS in different strands of K to 12. World Wide Journal of Multidisciplinary Research and Development, 5-13.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, *12*(1), 1-22.
Mariyaningsih, N. (2014). Improvement of financial reporting activity and results of financial accounting learning materials through the standard walk-in gallery method. Journal of Educational Economics in Educational Dynamics, *14*(1), 57-59.
Mohamed, N. A., Rahman, H. A., Yahya, M. A., & Abdullah, S. M. (2019). The effectiveness of a flipped classroom approach with gallery walks on learners' learning outcomes in a statistics course. The Online Journal of Distance Education and e-Learning, *7*(4), 30-43.
Nomsoor, M. M., Bello, G., & Mohamed, M. S. (2021). Effects of Gallery Walk instructional strategy on senior school students' achievement in cell division in Ilorin, Nigeria. Journal of Biology Education, 109-122.
Nouri, J. (2016). The flipped classroom: for active, effective and increased learning–especially for low achievers. International Journal of Educational Technology in Higher Education, *13*(1), 33.
Nwanekezi, A. U., Chimene, W., & Samuel, W. (2018). Effects of gallery walk teaching strategy on the academic performance of students in basic science concepts in Rivers state. International Journal of Applied Research, *4*(12), 253-257.
Pallant, J. (2016). SPSS survival manual. McGraw-Hill Education (UK).
Poon, J. (2014). A cross-country comparison on the use of blended learning in property education. Property Management, *32*, 154–175.
Puspitasari, I. (2021). The effect of using Gallery Walk as an alternative technique to students' achievement in speaking. In English Language and Literature International Conference (ELLiC) Proceedings (Vol. 3, pp. 238-243).
Strayer, J. F., & Planchon, L. A. (2018). Using a gallery walk activity in a flipped classroom to promote collaborative learning. Journal of Management Education, *42*(6), 821-846.
Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F. B., & Chen, W. S. (2020). Tracing EFL students' flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, *57*(3), 305-316.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Zhang, L. (2018). English flipped classroom teaching model based on Gallery Walk learning. Educational Sciences: Theory & Practice, *18*(6).
Authors
Copyright (c) 2023 Siti Noor Azilah Mohd Nawi, Norafni@Farlina Rahim, Nurfarahin Afina Fadzil, Mohamad Shafiq Ramli, Nazirul Azwan Ab Rahman
This work is licensed under a Creative Commons Attribution 4.0 International License.
Article Details
