چکیده:
Choosing the right method for teaching is an important step in learning. Corporate trainers have always been interested in finding new ways to achieve effective learning. The present study seeks to improve language learning by measuring, comparing and prioritizing the effectiveness of three methods: traditional, blended and flipped method. In terms of purpose and nature, the present study was experimental and with respect to method it was quasi-experimental including a pre-test and a post-test designed with an equivalent control group. The participants consisted of 66 employees in an Iranian organization who were required to attend English language courses. The participants were sampled in accordance with training needs analysis results in the organization. Moreover, data were analyzed by means of descriptive and inferential statistics including mean analysis, standard deviation, F-way ANOVA, and Scheffe post hoc test using SPSS software version 25. The findings of the study indicate a significant difference between the three groups and the ranking of methods in terms of learning effectiveness from the highest to the lowest level includes; 1)Flipped 2) Blended 3) Traditional, respectively. The results showed that in spite of the high effectiveness of the flipped classroom to the other methods, some cultural differences such as family preference, feasts, training customs and also resistance to new methods of learning hindered the allocation of sufficient time for practicing the lesson at home. In addition, such hindrances partially trace back to ancient Iranian culture. In conclusion, some suggestions were proposed to modify technology acceptance and other related weaknesses.
خلاصه ماشینی:
The findings of the study indicate a significant difference between the three groups and the ranking of methods in terms of learning effectiveness from the highest to the lowest level includes; 1)Flipped 2) Blended 3) Traditional, respectively.
The results showed that in spite of the high effectiveness of the flipped classroom to the other methods, some cultural differences such as family preference, feasts, training customs and also resistance to new methods of learning hindered the allocation of sufficient time for practicing the lesson at home.
The present study aims to evaluate and compare the effectiveness of three traditional, blended and filliped methods in English language teaching.
The rationale behind the classroom approach is to increase content engagement, teacher-to-student interaction, and to enhance learning (Rotellar & Cain, 2016; Chen Hsieh et al.
, 2009; Wieling & Hofman, 2010; Mendez & Gonzalez, 2011 & 2013; Deperlioglu & Kose, 2013).
The results of the research indicate the effect of the Filliped classroom on the better performance of learners in learning English (Soleimani et al.
Despite assessing the effectiveness of teaching methods in non-Iranian organizations, the purpose of this study is to evaluate, compare and rank educational method including Filliped, blended and traditional within Iranian organization in order to improve the learning of English as a vital communication tool.
These problems are tackled by the principal components of flipped method implemented within the classroom including learner-centered teaching and interaction, and outside of the classroom including teacher-centered learning and direct education.