Review of dissertation "An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom" by Jeffrey Gerald Mehring

It is commonly believed that the pedagogical model of an inverted learning facilitates learning in students with somatic disorders (for example, hearing and visually impaired), who have sensory difficulties in course of a traditional lecture learning. Practice shows that this model also proved useful in teaching philological disciplines, in training of translators, managers, and psychologists in multicultural schools. As an example, the article describes the framework of the undergraduate language program "English as a Foreign Language» in the population of Japanese students as bearers of historically isolated ethnic group of languages. The article presents a psycho-pedagogical situation in which the language is initially culturally alien to trainees, but the processes of globalization urgently require language skills and communicative abilities. Readers may be interested in the description of the dynamics of the internal conditions of the students in the process of such training, the formation of conscious positive relation to contemporary educational technologies

1. Mehring J.G. An exploratory study of the lived experiences of japanese undergraduate EFL students in the flipped classroom [Electronic resource] / Pepperdine University. ProQuest Dissertations & Theses Global. 2014. 174 p. Available at: http://search.proquest.com/docview/1652925200?accountid=35419 (Accessed: 15.03.2014).