چکیده:
Regarding problems with traditional models of instruction, EFL learners need to exercise innovative models of learning. For this purpose, flipped classroom instruction may render an effective learning environment. The purpose of this study was to determine how flipped instruction may increase learners’ engagement. Therefore, 100 Iranian EFL intermediate students, selected based on convenience sampling, participated in this study. The students were then randomly assigned to the experimental (n=50) and control group (n=50). Those in the experimental group were instructed by a flipped classroom model for 10 sessions, while the control group participants were instructed on traditional methods. Before and after treatment, all the participants filled out the “Classroom Engagement Inventory” by Wang, Bergin, and Bergin (2014) which served as the pre and post-tests. A repeated measures ANCOVA was conducted to analyze the pre and post-tests of the experimental and control groups. The results indicated that the students' level of engagement in the experimental group increased in comparison to the performance of the students in the control group. Moreover, a semi-structured interview was conducted to find out students' perceptions of this model. Thematic analysis of the interview indicated that the students had positive perceptions of the model; believed that classroom and home activities remarkably increased their engagement; and preferred the role of the teacher in a flipped classroom than in a traditional one.It can be implicated that educators need to focus on the innovative methods of instruction by utilizing different technological tools.
خلاصه ماشینی:
Thematic analysis of the interview indicated that the students had positive perceptions of the model; believed that classroom and home activities remarkably increased their engagement; and preferred the role of the teacher in a flipped classroom than in a traditional one.
Studies have shown that a flipped classroom model increases students' engagement (Ayçiçek & Yanpar Yelken, 2018; Baker, 2000; Evseeva & Solozhenko, 2015; James, Chin, & Williams, 2014; Strayer, 2012).
Many studies have shown the effectiveness of flipped classrooms in touching contributing aspects in learning (Brown, 2012; Enfield, 2013; Han, 2015; Hantla, 2014; Karimi & Hamzavi, 2017; Petrillo, 2015; Sankey & Hunt, 2013; Strayer, 2007; Strayer, 2012).
There are yet other scholars (Bishop & Verleger, 2013), who present a different definition of the flipped classroom: It is an educational approach comprised of two completely different parts: In-class interactive group learning activities and computer-mediated private teaching provided to each learner well outside class.
In Australia Fisher, Ross, LaFerriere, and Martiz (2017) revealed that the flipped classroom model had a positive impact on students' engagement, satisfaction, and learning outcomes.
Thus, according to the types of the research questions and the objectives of this study a mixed- methods approach is selected to obtain a comprehensive and precise result on the effectiveness of the flipped instruction on the Iranian learners' engagement as well as their perception toward the model.
Furthermore, based on the findings of this study with an emphasis on increasing learner engagement, technology-integrated learning models like flipped classroom instruction can be used in different educational settings like schools, universities, and language institutes.