چکیده:
AbstractPitfalls 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.
خلاصه ماشینی:
On the Effect of Flipped Classroom on Learners’ Achievement, Autonomy, Motivation and WTC: Investigating Learning and Learner Variables* Mahboobeh Khosravani** PhD Candidate in TEFL, Department of English Language, Chabahar Maritime University, Chabahar, Iran Hooshang Khoshsima*** (Corresponding Author) Associate Professor in TEFL, Department of English Language, Chabahar Maritime University, Chabahar, Iran Amir Mohamadian**** Assistant professor, Department of English Language, Chabahar Maritime University, Chabahar, Iran Abstract Pitfalls inherent in traditional approaches and methods and movement into post- method frameworks and reaping the benefits of technological advancements gave birth to flipped instruction as a newly emerged practice of teaching.
Considering these merits and availability of technological tools and feasibility of flipped classroom in the country on one hand and lack of satisfactory and comprehensive research in this area on the other, the current research was an attempt to investigate the effect of this approach on four different central variables of proficiency, autonomy, motivation and willingness to communicate (WTC) among Iranian language learners.
Therefore, the following research question is posed for further investigation: Does flipped classroom have any significant effect on achievement, autonomy, motivation and WTC of Iranian language learners?
These findings are also in line with Abaeian and Samadi (2016), Kirimi and Hamzavi (2017) and Yousefzadeh (2015) who found that flipped classroom exercises significant effect on learning subject matter and reading comprehension of second language learners in different proficiency levels and Al-Harbi, and Alshumaimeri (2016) who supported evidence of significant effect of flipped classroom on grammar of foreign language learner.