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Impacts of Flipped Classroom on Micro/Macro Writing Subskills in Iranian EFL Context | ||
Journal of Modern Research in English Language Studies | ||
مقاله 4، دوره 8، شماره 4، دی 2021، صفحه 85-109 اصل مقاله (662.28 K) | ||
نوع مقاله: research paper | ||
شناسه دیجیتال (DOI): 10.30479/jmrels.2020.13367.1649 | ||
نویسندگان | ||
Elham shooli1؛ Fariba Rahimi Esfahani* 2؛ Mehrdad Sepehri2 | ||
1Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. | ||
2English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran | ||
تاریخ دریافت: 14 تیر 1399، تاریخ بازنگری: 05 مهر 1399، تاریخ پذیرش: 21 مهر 1399 | ||
چکیده | ||
As a model for a new pedagogical approach, Flipped Instruction has been recently exploited as a worldwide modern technique where the actual classroom activities following assignments in conventional classroom are reversed in a logical sequence which often seems to integrate or supplement with instructional materials in video or PowerPoint forms. The current research strives to illuminate the effect of flipped classroom (FC) instruction on the achievements in macro/micro EFL writing subskills of Iranian upper intermediate students. For the purpose of this experiment, 78 male and female upper intermediate EFL learners aged 25-38 were selected from three language schools in Ahvaz based on their scores on the Quick Oxford Placement Test, and then equally divided into control and experimental groups. An IELTS argumentative essay was used as the main tool of the study which was considered both as a pretest and a posttest. Used as a pretest, the IETLS argumentative essay was meant to support the fact that both groups were of similar status with regard to the writing proficiency. Besides, the posttest was used to assess any distinguishing features between the two groups due to the treatment. The control group experienced the conventional classroom instruction whilst the experimental group received FC instruction. To address the research questions, a descriptive statistics and two one-way MANOVAs were implemented. The results indicated that the students treated with FC scored statistically higher on the macro-subskills and micro-subskills than the students experienced conventional instruction. The statistical analysis of the quantitative data revealed that FC was an efficient means of developing writing subskills for the Iranian EFL learners. Moreover, results indicated a certain amount of pedagogical implications for teachers, learners, curriculum designers, and administrators. | ||
کلیدواژهها | ||
Flipped learning؛ conventional learning؛ writing subskills؛ macro/ micro subskills؛ active learning | ||
عنوان مقاله [English] | ||
بررسی عملکرد روش تدریس معکوس بر پیشرفت مهارتهای خرد و کلان نوشتاری بین زبان آموزان ایرانی متوسطه به بالا | ||
نویسندگان [English] | ||
الهام شولی1؛ فریبا رحیمی اصفهانی2؛ مهرداد سسپهری2 | ||
1دانشگاه آزاد شهرکرد، دپارتمان زبان انگلیسی | ||
2گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد شهرکرد، شهرکرد، ایران | ||
چکیده [English] | ||
اخیراً کلاس معکوس به عنوان یک روش مدرن و الگویی برای یک رویکرد آموزشی جدید در سراسر جهان مورد استفبال قرار گرفته است که در آن فعالیت های واقعی کلاس متعاقب انجام تکالیف در کلاس سنتی در یک توالی منطقی معکوس می شود که اغلب به نظر می رسد در غالب فایلهای تکمیلی ویدئو یا پاورپوینت ارایه می شوند. تحقیق حاضر تلاش می کند تا تأثیر آموزش کلاس معکوس بر دستاوردهای مهارت نوشتاری کلان / خرد دانش آموزان متوسطه ایرانی را بررسی کند. به منظور انجام این آزمایش ، 78 نفر از دانش آموزان دختر و پسر سطح متوسطه از 25 تا 38 سال از سه آموزشگاه زبان در اهواز بر اساس نمره خود در آزمون تعیین سطح آکسفورد انتخاب شدند، سپس به طور مساوی به دو گروه کنترل و آزمایش تقسیم شدند. مقاله استدلالی آیلتس به عنوان ابزار اصلی مطالعه مورد استفاده قرار گرفت که هم به عنوان پیش آزمون و هم پس آزمون در نظر گرفته شد. مقاله استدلالی آیلتس که به عنوان پیش آزمون استفاده شده، برای تایید این واقعیت بود که هر دو گروه از نظر مهارت نوشتن از وضعیت مشابهی برخوردار بودنده اند. علاوه بر این، پس آزمون برای ارزیابی هر یک از ویژگی های متمایز بین دو گروه با توجه به شیوه اموزشی معکوس به کار گرفته شد. گروه کنترل تجربه آموزش به شیوه سنتی را داشتند در حالی که گروه آزمایش روش تدریس معکوس را دریافت کردند. برای پاسخ دادن به سوالات تحقیق ، یک آمار توصیفی و دو روش MANOVA یک طرفه اجرا شد. نتایج نشان داد که دانش آموزان کلاس معکوس عملکرد بالاتری در مهارت های کلان و خرد نسبت به دانش آموزان کلاس سنتی داشته اند. تجزیه و تحلیل آماری داده های کمی نشان داد که کلاس معکوس ابزاری کارآمد برای توسعه مهارتهای نوشتاری برای زبان آموزان ایرانی زبان انگلیسی بوده است. علاوه بر این ، نتایج حاکی از پیامدهای موثر آموزشی برای معلمان ، فراگیران ، طراحان برنامه درسی و مدیران بوده است | ||
کلیدواژهها [English] | ||
روش یادگیری معکوس, یادگیری سنتی, مهارتهای نوشتاری, مهارتهای خرد و کلا, یادگیری فعال | ||
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