آمار
| تعداد نشریات | 45 |
| تعداد شماره‌ها | 1,405 |
| تعداد مقالات | 17,242 |
| تعداد مشاهده مقاله | 55,680,696 |
| تعداد دریافت فایل اصل مقاله | 17,862,661 |
On the Effect of Flipped Classroom on Learners’ Achievement, Autonomy, Motivation and WTC: Investigating Learning and Learner Variables | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 7، دوره 12، شماره 25، شهریور 2020، صفحه 175-189 اصل مقاله (516.95 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2020.10680 | ||
| نویسندگان | ||
| Mahboobeh Khosravani؛ Hooshang Khoshsima* ؛ Amir Mohamadian | ||
| Deparment of English Language, Chabahar Maritime University, Chabahar, Iran | ||
| چکیده | ||
| Pitfalls inherent in traditional approaches, movement into post-method frameworks and necessity of reaping benefits of technological advancements gave birth to flipped instruction as a newly emerged practice of teaching. A robust literature has submitted proofs on the merits of this practice in language learning. Adopting an innovatory perspective, the current research was an attempt to investigate the effect of this practice on a number of learning and learner related variables among Iranian intermediate language learners. To this aim 39 learners were selected through convenience sampling, and after removing outliers, 29 learners were randomly assigned to control (N=14) and experimental (N=15) groups. For each variable, a valid instrument was selected or adopted from the literature and modified for the purpose of the study. Then, employing a post-test-only control-group design, their performance on the post-test was measured and analyzed through one-way analysis of variance. The outputs reveled a statistically significant difference between groups in achievement (F (1, 27) = 9.627, p = .004) and autonomy (F (1, 27) = 8.308, p = .008) while indicating no significant effect on motivation and willingness to communicate. Some of these findings are in line with major currents of research in the literature but others stand in sharp contrast. Further investigation is required to examine into the nature of these findings through qualitative perspectives, interviews and open-ended questionnaires. These findings have implication for educational researchers, language teachers, language learners and applied linguists. | ||
| کلیدواژه‌ها | ||
| Keywords: Achievement؛ Autonomy؛ Flipped Classroom؛ Motivation؛ WTC | ||
| مراجع | ||
|
Aaron, S & Bergmann, j. (2012). Flip your classroom: reach every student in every class every day. ISTE, Washington D.C.
Abaeian, H., & Samadi, L. (2016). The effect of flipped classroom on Iranian EFL learners’ L2 reading Comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295-304.
Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students’ Performances and Attitudes. English Language Teaching, 9(10), 60-80.
Baghaei, P. (2012). The relationship between willingness to communicate and success in learning English as a foreign language. Modern Journal of Applied Linguistics, 4(2), 53-67.
Black, A.E. and Deci, E.L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740-756.
Bohrani, M. (2009). Reliability and validity of the academic motivation scale of Hartr. Journal of Psychological Studies, 5(1):50-72.
Chen, K.C. and Jang, S.J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.
Chung, E & Lee, B.H. (2018). The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students. Journal of Problem-Based Learning. 5 (1) 29-36.
Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. Asian EFL Journal, 1- 23.
Della Ratta, C. B. (2015). Flipping the classroom with team-based learning in undergraduate nursing education. Nurse Educator, 40(2), 71–74.
Dixon, D. (2011). Measuring language learner autonomy in tertiary-level learners of English. Unpublished PhD dissertation. Centre for applied inguistics, University of Warwick.
Dornyei, Z. and Ushioda, E. (2010). Teaching and Researching: Motivation. White Plains; La Vergne: Longman Publishing Group.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2014). A review of flipped learning. Flipped Learning Network. Retrived from: www.flippedlearning.org/cms.
Hamciuc, M & Roux, P. (2014). How Flipped Classrooms Can Benefit the Development of Autonomous Learning. The Kyushu Academic Society of English Language Education (KASELE). 42, 1-11.
Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 1-25.
Jones, B.D., Llacer-Arrastia, S. and Newbill, P.B. (2009). Motivating foreign language students using self-determination theory’, Innovation in Language Learning and Teaching, 3(2), 171-189.
Joshaghannejad, F & Bagheri, M. (2018). The effect of flipped classroom on students’ achievement motivation in computer course. Curriculum planning knowledge and research in educational sciences. 15, 95-107.
Karimi, M., & Hamzavi, R. (2017). The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus. Advances in Language and Literary Studies (ALLS), 8(1), 95-103.
Kumaravadivelu, B. (2005). understanding language teaching: FFrom method to post method. Mahvah, NJ: Lawrence Earlbaum.
McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Communication Journal, 56(1), 72-77.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1- 47.
Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013). Just imagine. Academic Medicine, 88 (10), 1418–1423.
Mohammadi, J & Barati, H & Youhanaee, M. (2019). The effectiveness of using flipped classroom model on Iranian EFL Learners’ English achievements and their willingness to communicate. English Language Teaching. 12 (5), 101-116.
Moghimian, M & Karimi, T. (2012). The Relationship between Personality Traits and Academic Motivation in Nursing Students. Iran Journal of Nursing (IJN). 25(75), 9-20.
Muldrow, K. (2013). A new approach to language instruction– flipping the classroom. The Language Educator, 28-31.
Murray, L., McCallum, C., & Petrosino, C. (2014). Flipping the classroom experience: A comparison of online learning to traditional lecture. Journal of Physical Therapy Education, 28(3), 35–42.
Niemiec, C.P. and Ryan, R.M. (2009). Autonomy, competence, and relatedness in the classroom Applying self-determination theory to educational practice’, Theory and Research in Education, 7(2), 133-144.
Nunan, D. (1999). Second language teaching & learning. Boston, MA Heinle & Heinle.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41, 25-41.
Oraif, I.M. (2018). An investigation into the impact of the flipped classroom on intrinsic motivation (IM) and learning outcomes on an EFL writing course at a university in Saudi Arabia based on self-determination theory (SDT). Unpublished PhD dissertation. University of Leicester.
Svalberg, A.M. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18(3-4), 242-258.
Yousefzadeh, M., & Salimi, A. (2015). The Effect of Flipped Learning (Revised Learning) on Iranian Students’ Learning Outcomes. Advances in Language and Literary Studies, 6(5), 209-213.
Vaezi, R., Afghari, A., Lotfi, A. (2019). Flipped Teaching: Iranian Students’ and Teachers’ Perceptions. Applied Research on English Language, 8(1), 139-164. | ||
|
آمار تعداد مشاهده مقاله: 1,029 تعداد دریافت فایل اصل مقاله: 1,348 |
||