Language teachers, picture this – your classroom full of totally engaged students. In this episode, you will learn how to improve student learning outcomes by creating a student-driven classroom. We'll cover what student-driven learning is, why it matters, and 2 simple principles you can use to make it happen in your classroom!
Interested in exploring how the Mango app has been built upon principles of Second Language Acquisition Research, or to download our Setting Good Goals PDF? Click here to access: https://info.mangolanguages.com/glc-signup
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Meet your guide Emily! Emily Sabo (PhD, University of Michigan) is a linguist at Mango Languages. A Pittsburgh native, her areas of specialization are the social and cognitive factors that impact bilingual language processing and production. Having studied 7 languages and lived in various countries abroad, she sees multilingualism -- and the cultural diversity that accompanies it -- as the coolest of superpowers. Complementary to her work at Mango, Emily is a Lecturer of Spanish at the University of Tennessee, a Producer of the “We Are What We Speak’ docuseries, and get this...a storytelling standup comedian!
Wondering what languages were used in today’s episode? أَهْلاً (AH.lan) and مَعَ أَلْـف سَلامة. (ma alf saLEHma) are ‘hello’ and ‘goodbye’ in Egyptian Arabic, the de facto national working language of Egypt; currently spoken by roughly 70 million speakers, most of whom live in Egypt. Salut (sa.LOOT) and la revedere (lah rehvehDEHreh) are ‘hello’ and ‘goodbye’ in Romanian, the statutory national language of Romania, spoken by ~24 million people. Bando alle ciance (BAN.doh ah.lay CHAN.chay) is the Italian equivalent of 'without further ado' (a colloquial expression that literally translates as ‘ban the chatter’). Interested in learning Egyptian Arabic, Romanian, Italian or one of the other 70+ languages that the Mango app offers? Click here: https://mangolanguages.com/
Want to know more about the scientific research underlying this episode?
Check out Ambrose et al.’s 2010 book How Learning Works. Chapter 7 (titled How Do Students Become Self-Directed Learners?) is of particular relevance to this episode, as it provides a nice review for how recent theoretical models for metacognitive learning activities can explain how language learning works in real-life situations. Or read through Mahdavi, M. (2014). An overview: Metacognition in education. International Journal of Multidisciplinary and current research, 2(6), 529-535.
For additional information about the effectiveness of student-driven classrooms, check out these three recent papers: (1) Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The Effectiveness of the Flipped Classroom on Students’ Learning Achievement and Learning Motivation: A Meta-Analysis. Educational Technology & Society, 23 (1), 1–15. (2) Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA open, 5(3), 2332858419870489. (3) Shahnama, M., Ghonsooly, B., & Shirvan, M. E. (2021). A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research. Educational Technology Research and Development, 1-32.