دانشگاه تبریز
فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

 آمار

تعداد نشریات45
تعداد شماره‌ها1,469
تعداد مقالات17,958
تعداد مشاهده مقاله58,287,916
تعداد دریافت فایل اصل مقاله19,747,775
Amini, Davoud, Modarres-Ghazani, Asma, Ghasemzadeh, Abolfazl. (1404). The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement. سامانه مدیریت نشریات علمی, 17(36), 39-56. doi: 10.22034/elt.2025.67881.2797
Davoud Amini; Asma Modarres-Ghazani; Abolfazl Ghasemzadeh. "The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement". سامانه مدیریت نشریات علمی, 17, 36, 1404, 39-56. doi: 10.22034/elt.2025.67881.2797
Amini, Davoud, Modarres-Ghazani, Asma, Ghasemzadeh, Abolfazl. (1404). 'The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement', سامانه مدیریت نشریات علمی, 17(36), pp. 39-56. doi: 10.22034/elt.2025.67881.2797
Amini, Davoud, Modarres-Ghazani, Asma, Ghasemzadeh, Abolfazl. The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement. سامانه مدیریت نشریات علمی, 1404; 17(36): 39-56. doi: 10.22034/elt.2025.67881.2797

The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement

Journal of English Language Teaching and Learning
دوره 17، شماره 36، 2025، صفحه 39-56    اصل مقاله (1.07 M)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2025.67881.2797
نویسندگان
Davoud Amini* 1؛ Asma Modarres-Ghazani2؛ Abolfazl Ghasemzadeh3
1Associate Professor of TEFL, Department of English, Azarbaijan Shahid Madani University, Tabriz, Iran
2MA in TEFL, Azarbaijan Shahid Madani University, Tabriz, Iran.
3Professor of Educational Management, Azarbaijan Shahid Madani University, Tabriz, Iran. Azarbaijan Shahid Madani University, Tabriz, Iran
چکیده
Prior research demonstrates that flipped approach in English as a Foreign Language (EFL) classroom positively affects learners' achievement. However, the way learners with distinct cognitive styles respond to this method remains less unexplored. This study examines the effect of flipped classroom instruction on grammar learning of Iranian EFL beginners at Iran Language Institute in Tabriz, Iran with different cognitive styles, i.e., field dependent (FD), field independent (FI), and field neutral (FN). A convenience sample of two groups in five classes taught by the same teacher were given a Group Embedded Figures Test to identify their cognitive styles, and a Grammar pre-test and posttest to measure their grammar achievement. Learners in the flipped classes watched videoed lessons of grammar via an application prior to each session. Inside the class, they briefly reviewed the videos and were engaged in interactive activities. Learners in the control group were taught grammar based on their regular syllabus which involved strings of instruction, practice and homework assignment. A two-way ANCOVA revealed that FI learners in flipped classes outperformed their non-flipped counterparts, while FD learners in non-flipped classes performed better compared to FI learners, demonstrating an interaction between cognitive style and the type of instruction. Learners identified as FN performed moderately well in both settings. Overall, flipped classroom led to better grammar achievement. The findings attest to the dynamicity involved in the functioning of flipped instruction. It is suggested that pedagogical variations, individual characteristics, and grammar assessment procedures be taken into account in designing and implementing flipped classrooms. 
کلیدواژه‌ها
Flipped Classroom؛ Field-Independence؛ EFL؛ Grammar Instruction؛ Cognitive Style
مراجع

Abraham, R. (1985). Field independence-dependence and the teaching of grammar. TESOL Quarterly, 19(4), 689-702. https://doi.org/10.2307/3586671

Afzali, Z., & Izadpanah, S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1), Article: 1870801. https://doi.org/10.1080/2331186X.2020.1870801

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. https://doi.org/10.5539/elt.v9n10p60

Allahveysi, S. P., & Aliakbari, M. (2021). On the effectiveness of using flipped classroom in teaching grammar to Iranian advanced students of ELT. Research in English Language Pedagogy, 9(3), 88-101. https://doi.org/10.30486/relp.2021.1930919.1282

Al-Naabi, I. S. (2020). Is it worth flipping? The impact of flipped classroom on EFL students’ grammar. English Language Teaching, 13(6), 64-75. https://doi.org/10.5539/elt.v13n6p64

Amini, M., Roohani, A., & Jafarpour, A. (2022). Effect of flipped teaching on high school students' L2 grammatical achievement: Exploring their foreign language anxiety. Teaching English Language, 16(2), 169-201. https://doi.org/10.22132/TEL.2022.158977

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Chapelle, C., & Green, P. (1992). Field independence/dependence in second-language acquisition research. Language Learning, 42(1), 47-83. https://doi.org/10.1111/j.1467-1770.1992.tb00700.x

Chen, Y.-T., Liou, S., & Chen, L.-F. (2018). The relationships among gender, cognitive styles, learning strategies, and learning performance in the flipped classroom. International Journal of Human-Computer Interaction, 35(4-5), 395–403. https://doi.org/10.1080/10447318.2018.1543082

Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67, 793-824. https://doi.org/10.1007/s11423-018-9633-7

Dabaghi, A., & Goharimehr, N. (2011). The relationship between learning styles of field-dependence/independence and integrative/discrete point methods of grammar teaching. World Journal of English Language, 1(2), 79-89. http://dx.doi.org/10.5430/wjel.v1n2p79

Dinçer, N., & Polat, M. (2022). The use of flipped learning in EFL grammar instruction. Asian Journal of Distance Education, 17(1), 88-108. https://doi.org/10.5281/zenodo.6460785

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.

Dörnyei, Z., & Skehan, Z. (2003). Individual differences in second language learning. In C. J. Doughty, & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Oxford, UK: Blackwell Publishing Ltd.

Easy English with Evi (No author). (2020, October 9). Lesson 1: Jobs/Present Tense of the verb "to be"/Statements / Pronouns [Video]. YouTube. https://youtube.com/watch?v=IXswLgafGYA&si=Fo82dfeQDfYzhpYw

Ebrahimi, A., Zeynali, S., & Dodman, K. (2013). The effect of field dependence\independence cognitive style on deductive/inductive grammar teaching. International Journal of Academic Research in Progressive Education and Development, 2(4), 40-48. http://dx.doi.org/10.6007/IJARPED/v2i4/352

Ehrman, M., & Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31(3), 393-415. https://doi.org/10.1016/S0346-251X(03)00050-2

Ellis, R. (2006), Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107. https://doi.org/10.2307/40264512

Emamipour, S., & Shams Esfandabad, H. (2007). Cognitive and learning styles: Theories and assessment [In Persian]. Samt Publications.

English with Miss Catherine. (2020). Present Simple Verb 'Like' [Video]. Available at https://youtube.com/watch?v=cPFnsHAWkq4&feature=shared

Fathi, J., & Rahimi, M. (2020). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: A case of EFL students. Computer Assisted Language Learning, 35(7), 1668–1706. https://doi.org/10.1080/09588221.2020.1825097

Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1-21. https://doi.org/10.1080/09588221.2015.1111910

Juan, Y., & Gopal, R. (2025). Systematic review of flipped classroom in EFL reading teaching and learning. Journal of Creative Practices in Language Learning and Teaching, 13(1), 17-33. https://doi.org/10.24191/cplt.v13i1.3803

Khodabandeh, F. and Tharirian, M. H. (2020). Exploring the impact of blended, flipped, and traditional teaching strategies for teaching grammar on Iranian EFL learners through English newspaper articles. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 39(3.1), 89-129.

Lee, G., & Wallace, A. (2017). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62-84. https://doi.org/10.1002/tesq.372

M.E.B English (No author). (2023, April 16). Can / Can't | talking about our abilities | English grammar [Video]. YouTube. https://youtube.com/watch?v=wscdtGwIp6c&si=y5iScUYqDLSiXrPD

Maali Tafti, M., & Tabatabaee-Yazdi, M. (2023). The effect of online flipped classrooms on high school students’ English grammar achievement. Journal of Research in Techno-based Language Education 3(1), 1-11. https://doi.org/10.22034/jrtle.2022.353356.1031

Mandasari, B., & Wahyudin, A. Y. (2021). Flipped classroom learning model: Implementation and its impact on EFL learners’ satisfaction on grammar class. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 150-158.

Marantika, J. E. R. (2022). The relationship between learning styles, gender and learning outcomes. Cypriot Journal of Educational Science. 17(1), 56–67. https://doi.org/10.18844/cjes.v17i1.6681

Marlene, L. (2020, March 17). Can: Can’t explanation [Video]. YouTube. https://youtube.com/watch?v=RGtr-IXUR4c&feature=shared

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Meguro, Y. (2020). The effects of individual differences in field dependence/independence and analogical reasoning for L2 instruction. System, 94(4), Article 102296. https://doi.org/10.1016/j.system.2020.102296

Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1–10. https://doi.org/10.1080/07380569.2016.1139912

Mehring, J., & Leis, A. (Eds.). (2018). Innovations in flipping the language classroom: Theories and practices. Springer. https://doi.org/10.1007/978-981-10-6968-0

Modarres, A. (2024a). Can as a model verb for expressing ability (affirmative and negative statement) [Video]. Aparat. https://www.aparat.com/v/ivzgn1s

Modarres, A. (2024b). Can as a model verb for expressing ability (question form with answer) [Video]. Aparat. https://www.aparat.com/v/aabm8j0

Modarres, A. (2024c). Simple present tense with the verb "like" (affirmative and negative statement) [Video]. Aparat. https://www.aparat.com/v/pni5496

Modarres, A. (2024d). Simple present tense with the verb "like" (question form with answer) [Video]. Aparat. https://www.aparat.com/v/jpjolxz

Modarres, A. (2024e). To be verbs plus adjectives (statement, question, and answer) [Video]. Aparat. https://www.aparat.com/v/lawtv9i

Modarres, A. (2024f). To be verbs plus nouns (jobs) (statement, question, and answer) [Video]. Aparat. https://www.aparat.com/v/gpd599j

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), 101-115. https://doi.org/10.5539/elt.v12n5p101

Mubarok, A. F., Cahyono, B. Y., & Astuti, U. P. (2019). Effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles. Dinamika Ilmu: Jurnal Pendidikan, 19(1), 115-131. https://doi.org/10.21093/di.v19i1.1479

Nabilou, M., & Zarei, A. A. (2025). Flipped instruction and its potential to control foreign language classroom anxiety through Shad application. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 13(1), 1-19. https://doi.org/10.22049/jalda.2024.29687.1681

Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the flipped classroom model. Education and Information Technologies, 25(5), 4041-4055. https://doi.org/10.1007/s10639-020-10167-7

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric Theory (3rd ed.). New York City, NY: McGraw-Hill.

O’Flaherty, J. A., & Philips, C. A. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. http://dx.doi.org/10.1016/j.iheduc.2015.02.002

Pourmoradi, V., & Vahdat, S. (2016). The interactive relationship between inductive-deductive grammar teaching, gender and the cognitive style of Iranian EFL learners. Theory and Practice in Language Studies, 6(11), 2151-2163. http://dx.doi.org/10.17507/tpls.0611.12

Rittschof, K. A. (2010). Field dependence–independence as visuospatial and executive functioning in working memory: Implications for instructional systems design and research. Educational Technology Research and Development, 58(1), 99–114. https://doi.org/10.1007/s11423-008-9093-6

Rivers, S., & Toyama, S. (2003). English Time 1. Oxford University Press.

Röthlisberger, J., & Pesta, M. (2019). Cognitive style and second language learning. In P. Robinson & N. C. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 365-384), John Benjamins Publishing Company.

Seed Learning (No author). (2021, May 21). HG 2 Unit 3 Lesson 2 Be Plus Adjectives [Video]. YouTube. https://youtube.com/watch?v=qS_cY0Jl3bQ&feature=shared

Somaa, F (2024) The flipped classroom approach: A review of cognitive styles and academic performances. Cureus 16(7), Article e63729. https://doi.org/10.7759/cureus.63729

Swain, C. (2020, May 4). Present Simple Verb 'Like' [Video]. YouTube. https://youtube.com/watch?v=cPFnsHAWkq4&feature=shared

Tinajero, C., & Paramo, M. F. (1998). Field dependence-independence and academic achievement: A meta-analysis. The Spanish Journal of Psychology, 1(2), 85-96. https://doi.org/10.1111/J.20448279.1997.TB01237.X

Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Education Next, 12(1), 82-83. http://educationnext.org/the-flipped-classroom/

Turan, Z., & Akdag-Cimen, B. (2019). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117

Vitta, J. P., & Al-Hoorie, A. H. (2020). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research, 27(5), 1-25. https://doi.org/10.1177/1362168820981403

Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts? The CATESOL Journal, 28(1), 39-67. https://doi.org/10.5070/B5.36040

Wen, Q. F. (2013). Application of output driven hypothesis in college English teaching: Reflections and suggestions. Foreign Language World, 6, 14-22.

Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1-64.

Witkin, H. A., Oltman, P. K., Raskin, E. & Karp, S. A. (1971). A manual for the embedded figures test. Consulting Psychologists Press.

Woodward, R. (2016a, October 27). Can Can't Cannot | Learn English Grammar | Basic English Lesson by Woodward [Video]. YouTube. https://youtube.com/watch?v=SeLYwHeOodM&si=qK9Xo7I3M38aPdmc

Woodward, R. (2016b, November 8). Questions with CAN - English Speaking Practice [Video]. YouTube. https://youtube.com/watch?v=ROzhm8v-a_8&si=JDk2KlInsm4aPxfS

Woodward, R. (2017, August 2). TO BE + Profession in English | Learn English TO BE | Basic English Less... [Video]. YouTube. https://youtube.com/watch?v=2lKlpIQunGo&si=F9f_2UjYlfrwgsQ-

Woodward, R. (2019a, July 5). Like, Likes, don’t like, doesn’t like - Present Simple Tense in English [Video]. YouTube. https://youtube.com/watch?v=tidOxlj1T38&si=_23o5dN1tNFWVKE2

Woodward, R. (2019b, January 22). To Be + Adjective - Basic English Grammar Lesson [Video]. YouTube. https://youtube.com/watch?v=YmnHYcK4F1I&si=DOIoAbSqX4DuD4P_

Yu, Z., & Gao, M. (2022). Effects of video length on a flipped English classroom. Sage Open, 12(1), Article 245726365. https://doi.org/10.1177/21582440211068474

Zarrinabadi, N., Khodarahmi, E., & Shahbazi, H. (2021). On the effect of using a flipped classroom methodology on Iranian EFL learners’ willingness to communicate. In N. Zarrinabadi, & M. Pawlak (Eds.). New perspectives on willingness to communicate in a second language (pp. 155-167). Springer. https://doi.org/10.1007/978-3-030-67634-6

آمار
تعداد مشاهده مقاله: 228
تعداد دریافت فایل اصل مقاله: 39


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب