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

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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, (), -. 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, , , 1404, -. 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, (), pp. -. 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; (): -. 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
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 12 مهر 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2025.67881.2797
نویسندگان
Davoud Amini* 1؛ Asma Modarres Ghazani2؛ Abolfazl Ghasemzadeh3
1Department of English Language and Literature, Azarbaijan Shahid Madani University
2MA in TEFL, Azarbaijan Shahid Madani University, Tabriz, Iran
3Professor of Educational Management, Department of Education, Faculty of Education and Psychology, 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 unexplored. This study examines the effect of flipped classroom instruction on grammar learning of Iranian EFL beginners with different field-dependency. A convenience sample of two groups were given a Grammar pre-test and posttest to measure their grammar achievement. 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. Students 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
آمار
تعداد مشاهده مقاله: 2


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