چکیده:
In an effort to examine EFL students‟ and teachers‟ perceptions about the role of implementing flipped teaching in the university context, a mixed-method research approach was employed. To this end, 80 male and female Iranian advanced EFL learners majoring in English translation, literature, and English teaching and 204 Iranian EFL instructors were selected. They answered the flipped teaching questionnaires, then ten percent of the participants (8 students and 20 teachers) volunteered for follow-up qualitative data collection procedures (i.e., the interview) to let the researchers produce more profound responses to the related concepts of the study. Then, the data collected from the questionnaires were coded and analyzed. Also, the qualitative analysis of the research was done using the interview transcripts to support the quantitative analysis results of the research. It included content analysis requiring the examination of the participations' interviews transcripts. The findings of the quantitative part revealed that a majority of students held positive perceptions about engagement, effectiveness, attitudes, and positive affect through flipped instruction constructs in the flipped teaching class. University instructors also had an inclination towards implementing flipped teaching on the whole for the constructs named language improvement, attitudes about flipped instruction, better education through flipped instruction, and difficulty of implementing flipped instruction. The qualitative investigation confirmed the previously-stated results to a great extent in that the EFL students and instructors generally preferred employing flipped teaching and they had positive perceptions about the role of this approach.
خلاصه ماشینی:
Through the flipped approach, students can increase their knowledge at home via, for instance, going through educational materials and instructional files prepared and delivered by the instructor and follow practice in the class.
(Bergmann & Sams 2012; Berrett, 2012; Moravec, Williams, Aguilar-Roca, & O‟Dowd, 2010).
After the questionnaires were piloted, 80 Iranian advanced EFL students and 204 teachers were asked to express their perceptions about flipped classroom approach.
To sum up, the results revealed that the majority of participants held positive perceptions about applying flipped classroom approach in university EFL classes.
The students rated their „engagement‟, „effectiveness‟, „attitudes‟, and „affect through flipped instruction‟ positively, hence validating the use of flipped teaching for language learning, especially for advanced university students capable of interaction in English, who were the participants of this study.
Besides, the findings of present study would be of great benefit for the Ministry of Education, the higher-order educational decision-makers as well as the students and teachers themselves to perceive the foreign language learning students‟ and teachers‟ perceptions about flipped teaching.
Then, the researchers realized that university teachers often have the preference to use flipped approach and PowerPoint files to teach students the required lessons at home.
By examining the results, the researchers draw a conclusion that students and university instructors are into various technology facets implemented in language learning.
Furthermore, flipped teaching engaged students in the learning tasks, made them more active and competent in using language skills for communicative interaction, class discussion, and group presentations.