{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-CA55Z29Q/e80df4d9-1ddb-4f1a-872b-85a504b5c157/PDF","dcterms:extent":"384 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-CA55Z29Q/f4d7de4e-9ac3-4b90-9abe-9b594245d612/TEXT","dcterms:extent":"47 KB"}],"edm:TimeSpan":{"@rdf:about":"2009-2025","edm:begin":{"@xml:lang":"en","#text":"2009"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-CA55Z29Q","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-GMZ1HMBU"},{"@xml:lang":"sl","#text":"Vestnik za tuje jezike"}],"dcterms:issued":"2025","dc:creator":"Hastomo, Tommy","dc:format":{"@xml:lang":"sl","#text":"str. 105-122"},"dc:identifier":["DOI:10.4312/vestnik.17.105-122","ISSN:2350-4269","COBISSID_HOST:267357699","URN:URN:NBN:SI:doc-CA55Z29Q"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Založba Univerze v Ljubljani"},"dc:subject":[{"@xml:lang":"en","#text":"flipped classroom"},{"@xml:lang":"en","#text":"gamified application"},{"@xml:lang":"sl","#text":"igrificirana aplikacija"},{"@xml:lang":"en","#text":"junior high school"},{"@xml:lang":"en","#text":"learner autonomy"},{"@xml:lang":"sl","#text":"nižja srednja šola"},{"@xml:lang":"sl","#text":"obrnjeno poučevanje, igrificirana aplikacija, nižja srednja šola, samostojnost učenca, učenje besedišča"},{"@xml:lang":"sl","#text":"samostojnost učenca"},{"@xml:lang":"sl","#text":"učenje besedišča"},{"@xml:lang":"en","#text":"vocabulary learning"}],"dcterms:temporal":{"@rdf:resource":"2009-2025"},"dc:title":{"@xml:lang":"sl","#text":"Exploring flipped classroom integration with gamified applications for junior High school students|"},"dc:description":[{"@xml:lang":"sl","#text":"Flipped classroom models have gained attention for promoting learner-centred instruction, mainly when supported by digital technology. In English as a Foreign Language (EFL) contexts, gamified applications such as Edpuzzle and Kahoot! have improved student engagement and motivation. However, limited research has examined how integrating gamified applications within flipped classrooms affects junior high school students’ learner autonomy, particularly in vocabulary learn-ing. This study aimed to investigate the level of learner autonomy among junior high school stu-dents after experiencing flipped instruction with gamified applications and to explore how this instructional model supports the development of autonomy. This study employed a qualitativemulti-site case study design, supported by descriptive quantitative data. The participants comprised five English teachers and 50 eighth-grade students from five junior high schools in Bandar Lam-pung, Indonesia. The researchers used two main instruments: a learner autonomy questionnaire and semi-structured group interviews. Data were collected after the implementation of flipped vocabulary instruction over 20 weeks, during which students engaged with Edpuzzle and Kahoot!. The questionnaire results were analysed using descriptive statistics with SPSS version 26, while interview data were analysed thematically. The findings revealed a consistently high level of learn-er autonomy across five domains. Thematic analysis identified three key themes supporting this de-velopment: self-paced learning, progress tracking, and continuous feedback. These results suggest that integrating gamified applications into flipped classrooms can promote student autonomy in vocabulary learning. The study recommends the broader adoption of the flipped teaching approach with gamified applications to foster independent learning among EFL student"},{"@xml:lang":"sl","#text":"Modeli obrnjenega poučevanja so pritegnili pozornost zaradi spodbujanja na učenca usmerjenega poučevanja, zlasti ob podpori digitalne tehnologije. Pri pouku angleščine kot tujega jezika (EFL) so igrificirane aplikacije, kot sta Edpuzzle in Kahoot!, izboljšale sodelovanje in motivacijo učencev. Le malo raziskav pa je poskusilo odgovoriti na vprašanje, kako uporaba igrificiranih aplikacij pri obrnjenem poučevanju vpliva na samostojnost učencev nižjih srednjih šol, zlasti pri usvajanju besedišča. Namen naše raziskave je bil proučiti raven samostojnosti učencev nižje srednje šole po izkušnji obrnjenega poučevanja z igrificiranimi aplikacijami ter raziskati, kako ta učni model podpira razvoj učenčeve samostojnosti. Izvedli smo kvalitativno študijo primera na več lokacijah in jo podprli z opisnimi kvantitativnimi podatki. V raziskavo je bilo vključenih pet učiteljev angleščine in petdeset učencev osmega razreda iz petih nižjih srednjih šol v Bandar Lampungu v Indoneziji. Uporabili smo dve glavni raziskovalni metodi: vprašalnik o učenčevi samostojnosti in polstruk-turiran skupinski intervju. Podatke smo zbrali po 20-tedenskem obrnjenem učenju besedišča, pri katerem so učenci uporabljali aplikaciji Edpuzzle in Kahoot!. Rezultate ankete smo analizirali z uporabo opisne statistike v programu SPSS različice 26, podatke iz intervjujev pa smo analizirali tematsko. Rezultati raziskave kažejo na dosledno visoko raven učenčeve samostojnosti na petih področjih. Tematska analiza je pokazala tri ključne vidike, ki podpirajo razvoj učenčeve samostojnosti: učenje v lastnem tempu, sledenje lastnemu napredku in nenehno prejemanje povratnih in-formacij. Ti rezultati potrjujejo, da lahko uporaba igrificiranih aplikacij pri obrnjenem poučevanjuspodbuja učenčevo samostojnost pri usvajanju besedišča. Na podlagi izsledkov raziskave pripo-ročamo širšo uporabo metode obrnjenega poučevanja z igrificiranimi aplikacijami za spodbujanje neodvisnega učenja pri učencih angleščine kot tujega jezika"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-CA55Z29Q","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-CA55Z29Q"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-CA55Z29Q/e80df4d9-1ddb-4f1a-872b-85a504b5c157/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Ljubljani, Filozofska fakulteta"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-CA55Z29Q/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-CA55Z29Q"}}}}