چکیده:
Along with growing technology, the flipped learning model has emerged as an alternative to conventional teaching methods. The present study attempted to investigate the students' perceptions of a flipped learning classroom experience contrasted with those of a non-flipped or conventional classroom. To this end, 23 Iranian EFL learners were assigned to two groups. During the first ten weeks, non-flipped teaching was applied to class A and flipped learning to class B. After the midterm, during the next ten weeks, the teaching methods were reversed. The students were interviewed in-depth about their impressions of the learning experience. Also, a questionnaire and students' portfolios were used to draw comprehensive conclusions. The qualitative analysis of data revealed four themes: flipped or non-flipped, working with technology, group commitment, and student-teacher relationship. Overall, learners had contrasting views about learning in the flipped classroom. In general, they preferred non-flipped classroom.
خلاصه ماشینی:
Keywords: Flipped classroom, Students' perceptions, Bloom's taxonomy, Iranian EFL students Introduction Educators introduced several innovative language teaching models such as the flipped learning classroom to improve the quality of language instruction (Obari & Lambacher, 2015 Alhamami, 2018; Zainuddin and Halili, 2016).
In flipped learning classrooms, teachers reverse traditional homework and class lecture; the learners acquire knowledge at home and put the knowledge into practice in the class (Bergmann & Sams, 2012).
Teachers are increasingly using the flipped learning strategy with various methods (Flipped Learning Network, 2014) and with respect to a wide array of activities inside and out of the classroom, it can include different implementations; however, findings have not yet converged to a single implementation model to best engage students and promote language learning.
Additionally, the number of studies addressing the potentials of flipped learning relative to more traditional teaching forms in general (Hsieh, Wu & Yang, 2017) and specific language skills in various contexts in particular is lacking.
In the flipped learning model, students practice remembering and understanding prior to class time through teacher- created video lectures, readings, and other materials.
Flipped learning complies with the Constructivist theory of Piaget and the sociocultural theory of Vygotsky in that teachers scaffold learners inside the classroom, motivate them to study and prepare at their own pace outside the classroom (Hamdan et al.
Also, Choe and Seong (2016) conducted a study to explore the students' perceptions of the flipped classroom in a Korean university English course.