Skip to main content
فهرست مقالات

Incorporation of Flipped Learning into EFL Classrooms: Performance and Perception مقاله

نویسنده:

نویسنده مسئول:

علمی-پژوهشی (وزارت علوم)/ISC (‎14 صفحه - از 1 تا 14 )

چکیده:

Innovative mobile-based tools have made new opportunities for learners to spend more quality time inside the classrooms. Keeping this in mind, the present study sought to examine the effect of the flipped classroom on developing EFL learners’ speaking and listening skills. To do so, 60 EFL students from two universities in Iran were assigned into one of the classes of flipped and conventional groups. Telegram app was used as the online platform for the flipped group's participants through which the listening materials, including Ted-talk videos and students' book's videos were posted prior to the class, and the speaking activities were done via open discussion forums in the Telegram group. To elicit the required data, multiple sources of data collection, including an Oxford Placement Test (OPT), a listening test, a speaking test, a perception questionnaire, and a written self-report survey were used. Both quantitative and qualitative analyses were used to analyze the data. The findings revealed that the flipped group's participants significantly outperformed those in the conventional group in the post-test. The results of the questionnaire also indicated that most participants of the flipped group were satisfied with learning English in the flipped classroom, and found this modern technology improving their listening and speaking skills. Furthermore, they found Telegram a suitable platform for learning language.

خلاصه ماشینی:

Incorporation of Flipped Learning into EFL Classrooms Performance and Perception 1Manoochehr Jafarigohar 2 Hamzeh Haghighi*IJEAP-1901-1333 3Hooshang Khoshsima 4Fereydoon Vahdany Abstract Innovative mobile-based tools have made new opportunities for learners to spend more quality time inside the classrooms. Telegram app was used as the online platform for the flipped group'sparticipants through which the listening materials, including Ted-talk videos and students' book's videos were posted prior to the class, and the speaking activities were done via open discussion forums in the Telegram group. The results of the questionnaire also indicated that most participants of the flipped group were satisfied with learning English in the flipped classroom, and found this modern technology improving their listening and speaking skills. Although there have been quite few studies on the success of flipped classrooms in Iranian tertiary education (Abaeian &Samadi, 2016,Amiryousefi, 2017, Kafi & Motallebzadeh, 2014), most teachers have been loyal to the conventional methods of language teaching. Therefore, the current study is deemed significant to examine the impact of flipped instruction on the language performance of Iranian EFL learners, their participation level and their attitudes towards flipped learning. In order to achieve the objectives, the current study aims to answer the following questions: Research Question One: Does the flipped model of instruction have any impacts on EFL learners' listening and speaking skills? The instructional design applied in the current study was a learner-centered approach, where students were actively engaged with course contents outside the classroom collaboratively via an online learning group.

کلیدواژه ها:

Perception ، Listening ، EFL learners ، speaking ، Telegram App ، flipped classroom


برای مشاهده محتوای مقاله لازم است ورود پایگاه شوید. در صورتی که عضو نیستید از قسمت عضویت اقدام فرمایید.

تحتاج دخول لعرض محتوى المقالة. إذا لم تكن عضوًا ، فتابع من الجزء الاشتراک.
إن كنت لا تقدر علی شراء الاشتراك عبرPayPal أو بطاقة VISA، الرجاء ارسال رقم هاتفك المحمول إلی مدير الموقع عبر credit@noormags.ir.

You need Sign in to view the content of the article. If you are not a member, proceed from part Membership.
If you fail to purchase subscription via PayPal or VISA Card, please send your mobile number to the Website Administrator via credit@noormags.ir.