دانشگاه الزهرا

  اخبار و اعلانات

 آمار

تعداد نشریات25
تعداد شماره‌ها939
تعداد مقالات7,733
تعداد مشاهده مقاله12,721,394
تعداد دریافت فایل اصل مقاله9,063,695
سلیمانی, حبیب, عبدی, علی. (1400). تأثیر الگوی کلاس درس معکوس بر ایجاد درگیری کلاسی در دانشجویان رشته زبان انگلیسی برای بهبود مهارت نوشتاری. جلوه هنر, 13(41), 88-105. doi: 10.22051/jlr.2021.34211.1960
حبیب سلیمانی; علی عبدی. "تأثیر الگوی کلاس درس معکوس بر ایجاد درگیری کلاسی در دانشجویان رشته زبان انگلیسی برای بهبود مهارت نوشتاری". جلوه هنر, 13, 41, 1400, 88-105. doi: 10.22051/jlr.2021.34211.1960
سلیمانی, حبیب, عبدی, علی. (1400). 'تأثیر الگوی کلاس درس معکوس بر ایجاد درگیری کلاسی در دانشجویان رشته زبان انگلیسی برای بهبود مهارت نوشتاری', جلوه هنر, 13(41), pp. 88-105. doi: 10.22051/jlr.2021.34211.1960
سلیمانی, حبیب, عبدی, علی. تأثیر الگوی کلاس درس معکوس بر ایجاد درگیری کلاسی در دانشجویان رشته زبان انگلیسی برای بهبود مهارت نوشتاری. جلوه هنر, 1400; 13(41): 88-105. doi: 10.22051/jlr.2021.34211.1960

تأثیر الگوی کلاس درس معکوس بر ایجاد درگیری کلاسی در دانشجویان رشته زبان انگلیسی برای بهبود مهارت نوشتاری

زبان پژوهی
مقاله 4، دوره 13، شماره 41، دی 1400، صفحه 88-105    اصل مقاله (419.72 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22051/jlr.2021.34211.1960
نویسندگان
حبیب سلیمانی* 1؛ علی عبدی2
1استادیار گروه زبان و ادبیات انگلیسی و زبانشناسی ، دانشکده زبان و ادبیات، دانشگاه کردستان، سنندج، ایران
2استادیار گروه علوم تربیتی دانشگاه پیام نور
چکیده
امروزه یادگیری به عنوان چالشی انگاشته می­ شود که باید هم‌زمان در جنبه ­های مختلف با آن روبه‌رو شد. در واقع، یادگیری دیگر محدود به کلاس نیست و فناورهای نوین نقش بسیار مهمی را از طریق رسانه­ ها و شبکه­ های اجتماعی در بهینه ­سازی یادگیری در کلاس درس و خارج از آن ایفا می­ کنند و روش‌های تدریس سنتی را به چالش کشیده ­اند. هدف پژوهش حاضر، تعیین تأثیر مدل کلاس درس معکوس به عنوان رویکردی ترکیبی در آموزش بر درگیری (مشارکت) تحصیلی و بهبود مهارت نوشتاری دانشجویان در آموزش زبان انگلیسی است. این پژوهش در کلاس درس نگارش پیشرفته به مدت هشت هفته در نیم سال اول تحصیلی 2018-2019 بر روی دانشجویان رشته زبان انگلیسی دانشگاه کردستان انجام شد. در این پژوهش، طرح نیمه تجربی پیش‌آزمون-پس‌آزمون با گروه کنترل استفاده شد. نمونه آماری شامل 36 نفر (هر گروه 18 نفر) بود. در گروه آزمایش با استفاده از مدل کلاس معکوس و در گروه کنترل به روش معمول آموزش داده شد. ابزارهای گردآوری داده­ها شامل پرسش‌نامه درگیری تحصیلی ریو (Reeve, 2013) و آزمون محقق‌ساخته مهارت نوشتاری بود. یافته‌های تحلیل کوواریانس و سنجش تکرار نشان داد که الگوی کلاس درس معکوس در مقایسه با روش معمول و سنتی در بهبود مهارت نوشتن و میزان درگیری تحصیلی مؤثرتر است. بنابراین، به مدرسان و معلمان پیشنهاد می­ شود از الگوی کلاس درس معکوس برای تقویت مهارت‌های زبانی و  مشارکت فراگیران در کلاس بهره برند.
کلیدواژه‌ها
الگوی کلاس درس معکوس؛ درگیری تحصیلی؛ مهارت نوشتاری؛ آموزش زبان انگلیسی
عنوان مقاله [English]
The Effect of Flipped Classroom Model on Students' Classroom Engagement and Writing skills among Students of English as a Foreign Language
نویسندگان [English]
Habib Soleimani1؛ Ali Abdi2
1Department of English language and linguistics, University of Kurdistan, Sanandaj, Iran.
2Department of Education, Payam Noor University. Tehran, Iran
چکیده [English]
1.INTRODUCTION
Today, learning is considered a challenge that must be faced simultaneously in different aspects. One of the basic solutions to reduce the challenges of learning and teaching is to use appropriate, useful, and relevant teaching methods, which require the use and application of similar theoretical foundations (Johnson et al., 2014) and new innovations in teaching and learning in general. Learning is no longer limited and confined to the classroom and new improvements in technologies play a very important role in optimizing learning in and out of the classroom situations through media and social networks and have challenged traditional teaching methods. English language professionals today need to consider meaningful learner participation inside and outside the classroom situations to achieve more learning results and outcomes by creating a more learner-centered environment (Brown, 2014).
In order to create a suitable and student-centered educational environment, learning innovation approaches can be used with the help and use of technology opportunities. In the twenty-first century, advanced technology is the main driving force that brings new challenges and opportunities as well as paradigm shifts to our society (Khan, 2012; Pacansky-Brock, 2013; Vibulphol, 2015). This technology can be used and implemented not only to support classroom activities but also in extracurricular activities as a useful tool to gain knowledge anywhere in the world possible (Sakulprasertsri,2017). In fact, by providing more space and more time with the help and application of technology in the learning and teaching process, contemporary skills will be provided to students and by providing a real reform in education, the education system will have an opportunity to improve. (Overmyer, 2014; Ayçiçek & Yelken, 2018).
Due to the entry of technologies into the field of education, today an approach has been proposed in education that, while benefiting from the benefits of technology-based education, also benefits from the unique advantages of traditional and face-to-face education. This approach, which is in fact a combination of face-to-face education with an education accompanied by electronic types of equipment at a time and place beyond the classroom, is called blended education/learning, or blended learning. The Flipped Classroom Model is a special blended learning model that helps educators optimize class time to encourage effective communication. The flipped classroom method was first proposed in 2000 by Baker (Strayer, 2012, quoted by Abdi, 2019).
According to Bishop & Verleger (2013), the reverse classroom is a student-centered learning method that consists of two parts: interactive learning activities during the lesson and individual-based computer-based extracurricular teaching. In summary, the use of the flipped classroom approach enhances learners' understanding of the importance of pre-classroom activities and reinforcing them in the classroom (Rotellar & Cain, 2016) Making better use of classroom time (Wallace, 2013; O'Flaherty & Phillips, 2015), accepting responsibility for learning by students, helping learning to the master level (Helgeson, 2015; Fautch, 2015, Sweet, 2014, quoted by Kaviani et al., 2016) encouraging learners to engage or cooperate among them (Clark, 2015; McLean et al, 2016), Increasing and facilitating deep learning (Love et al., 2016), helping learners understand their learning styles and performances (Wallace, 2013) reducing stress (Marlowe, 2012) increasing innovation, task orientation, and metacognitive skills in students (Streyer, 2012). According to studies conducted with the flipped classroom approach in other areas, in the field of English language teaching, there are limited experimental studies available.
This approach has become very popular in educational circles, but few teachers seem to have accepted the idea to conduct empirical studies on the subject. Therefore, the purpose of this study is to determine the effect of the flipped classroom model as a combined approach in education on academic engagement (participation) and improve students' writing skills in English language teaching. Therefore, this study specifically determined to answer the following questions:

    Does flipped classroom teaching significantly improve students' writing skills?
    Does flipped classroom teaching significantly improve students' classroom participation?

2.MATERIALS AND METHOD
This study used a quasi-experimental pretest-posttest design with a control group. The research was conducted on 36 English language students of the University of Kurdistan who had been selected based on convenient sampling. The flipped classroom model was implemented for the experimental group (18 students), and the traditional method of teaching writing skills was used for the control group consisting of 18 students. The research was conducted in the advanced writing class for eight weeks in the first semester of the 2018-2019 academic year. Data collection tools included:

Rio Academic Engagement Questionnaire which consisted of 17 items answered based on Likert scale from totally agree to totally disagree.
A researcher-made writing skills test designed based on the Ministry of Science, Research, and Technology of Iran curriculum implemented through pre-posttest.

3.RESULTS AND DISCUSSION
The results of the analysis of covariance and repeated measures showed that flipped classroom teaching has a significant effect on the writing skills of the students and the experimental group outperformed the control group in their achievements of writing skills. The results of the second analysis of the covariance also showed that there is a significant difference between the level of participation and academic participation of students in the flipped classroom method compared to that of those students taught through the traditional method of teaching writing.
 
4.CONCLUSION
The purpose of this study was to investigate the effect of flipped classroom teaching on improving writing skills and academic engagement (participation) of English language students. The results showed that flipped class teaching has a significant effect on improving the writing skills of the students. The results also showed that there is a significant difference between the level of academic participation of students participating in the flipped class method compared to that of the traditional method. Therefore, using flipped classroom learning in writing classes can be considered as an effective method in teaching to improve writing skills and increase the class participation of students of English as a foreign language. Consequently, teachers are encouraged to use the flipped classroom model to strengthen language skills and learners' participation in the classroom especially in writing skills in which most of the learners of English as a foreign language have problems and they are seeking new and effective ways of learning writing more successfully.
کلیدواژه‌ها [English]
Academic Engagement, English Language, Flipped Classroom Model, Writing Skills
سایر فایل های مرتبط با مقاله
مراجع
  1. گلزاری، زینب و محمد عطاران (1395). «تدریس به روش معکوس در آموزش عالی: روایت های یک مدرس دانشگاه».  نظریه و عمل در برنامه درسی. سال ۴. دورة ۷. صص ۸۱-۱۳۶
  2. کاویانی، حسن، محمد جواد لیاقت دار، بی‌بی عشرت زمانی و یاسمن عابدینی (1396). «فرآیند یادگیری در کلاس معکوس: بازنمایی از برنامه درسی تجربه شده در آموزش عالی». مطالعات برنامه درسی آموزش عالی. سال 8 . شماره 15. صص 214 - 179
  3. کیوان پناه، شیوا و اسدالله شریفی (1391). «بررسی تاثیر بازخورد شفاهی بر مهارت نگارش زبان‌آموزان و نگرش زبان‌آموزان نسبت به آن». زبان‌پژوهی. دورة 3. شمارة 6. صص 111-133.
  4. عبدی، علی (1398). «کلاس معکوس: کارایی آموزشی و تأثیر آن بر عملکرد درسی و بار شناختی ادراک شده دانشجویان (مورد مطالعه: درس فناوری اطلاعات در روان‌شناسی، دانشگاه پیام نور)». نشریه پژوهش در نظام‌های آموزشی. سال 13. دورة 45. صص 45-58.
  5. فضلعلی، فاطمه (1399). «تأثیر توسعه حرفه ای معکوس برپیشرفت نو معلمان زبان انگلیسی». پژوهش‌های زبا‌ن‌شناختی در زبان‌های خارجی». دورة 10. شمارة 2. صص 389-376.
  6.  Abdi, A .(2019). The flipped classroom: Instructional efficiency and impact on students' perceived cognitive load and academic performance (Case study: The information technology course in psychology, Payame Noor University). Journal of Research in Educational Systems, 13 (45), 45-58 [In Persian].
  7. Abedi, P., Namaziandost, E., & Akbari, S. (2019). The impact of flipped classroom instruction on Iranian upper-intermediate EFL learners' writing skill. English Literature and Language Review, 5(9), 164-172.
  8. Abu-Rass, R. (2001). Integrating reading and writing for effective language teaching. Forum, 39(1),30-33.
  9. Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (2016). Effect of flipped classroom model on Indonesian EFL students’ writing ability across and individual differ­ences in learning. International Journal of English Language and Linguistics Research, 4(5), 65–81.
  10. Ahmed, M. A. E. A. S. (2016). The effect of a flipping classroom on writing skill in English as a foreign language and students’ attitude towards flipping. US-China Foreign Language, 14(2), 98-114.
  11. Ajideh, P., Leitner, G., & Yazdi-Amirkhiz, S. Y. (2016). The influence of collaboration on individual writing quali­ty: The case of Iranian vs. Malaysian college students. Journal of English Language Teaching and Learning, 17, 1–24.
  12. Allen, K. D. & Hancock, T. E. (2008). Reading comprehension improvement with individualized cognitive profiles and metacognition. Literacy Research and Instruction, 47(2), 124-139.
  13. Alsamadani, H. A. (2010). The relationship between Saudi EFL students’ writing competence, L1 writing proficiency, and self-regulation. European Journal of Social Science, 16(1), 53-63.
  14. Angelini, L.M. & García-Carbonell, A.(2019a). Enhancing students’ written production in English through flipped lessons and simulations .International Journal of Educational Technology in Higher Education 16 (2), 1-19.
  15. Angelini, M. L., & García-Carbonell, A. (2019b). Developing English Speaking Skills through Simulation Based Instruction. Teaching English withTechnology, 19(2), 3-20.
  16.  Ayçiçek, T. and Yanpar-Yelken, B. (2018) . The effect of flipped classroom model on students’ classroom engagement in teaching English. International Journal of Instruction .11)2( . 385-398.
  17. Bajunury, A. (2014). An investigation into the effects of flip teaching on student learning. Master's Thesis, Ontario Institute for Studies in Education of the University of Toronto, Toronto, Canada.
  18. Baranovic, K. (2013). Flipping the first-year composition classroom: Slouching toward the pedagogically hip. Master's thesis, Southeast Missouri State University, Missouri, USA.
  19. Bergmann, J., & Sams, A. (2012). Flip your Classroom: Reach Every Student in Every Class Every Day. Washington: International Society for Technology in Educatio
  20. Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Toronto: International Society for Technology in Education.
  21. Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. 120th American Society for Engineering Education Annual Conference and Exposition, 30, 1-18.
  22. Brown, H. D. (2014). Teaching by principles: An interactive approach to language pedagogy  (6th ed.). White Plains, NY: Longman.
  23. Center for Evaluation & Education Policy Indiana University. (2009). charting the Path from Engagement to Achievement: A report on the 2009 High School Survey of Student Engagement. Retrieved From http://ceep.indiana.edu/hssse
  24. Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of researchMon student engagement. New York: Springer.
  25. Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.
  26. Cockrum, T. (2014). Flipping your English class to reach all learners: Strategies and lesson plans. New York: Routledge.
  27. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
  28. Du, S.C., Z.T. Fu, and Wang, Y. (2014). The Flipped Classroom-Advantages and Challenges. Proceedings of the 2014 International Conference on Economic Management and Trade Cooperation. 107, 17-20.
  29. Elola, I., & Oskoz, A. (2010). Collaborative writing: Fos­tering foreign language and writing conventions de­velopment. Language Learning & Technology, 14(3), 51–71.
  30. Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12-26.
  31. Fathi, J., & Rahimi, M. (2020). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students. Computer Assisted Language Learning, 1-39.
  32. Fazlali, F. (2020). The effect of flipped professional development on novice EFL teachers’ achievement. Linguistic research in foreign languages, 10(2), 376-389. [In Persian].
  33. Fernandes, J., Costa, R., & Peres, P. (2016). Putting order into our universe: The concept of blended learning- A methodology within the concept-based terminology framework. Education Sciences, 6(15), 1–13.
  34. Fernandes, J., Costa, R., & Peres, P. (2016). Putting order into our universe: The concept of blended learning—A methodology within the concept-based terminology framework. Education Sciences, 6(2), 15.
  35. Fletcher, A. (2007). Defining student engagement: A literature review. Retrieved from http://soundout.org/defining-student-engagement-a-literature-review/.
  36. Golzari, Z & Attaran, M.(2016). Flipped learning in higher education:Narratives of a teacher. Bi-Quarterly Theory and Practice in the Curriculum, 4(7), 81-136. [In Persian].
  37. Goodwin, B., & Miller, K. (2013). Research says evidence on Flipped Classrooms is still coming in. Educational Leadership, 70 (6), 78-80.
  38. Guzer, B., & Caner, H. (2014). The past, present and future of blended learning: An in depth analysis of literature. Procedia - Social and Behavioral Sciences, 116, 4596–4603.
  39. Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184– 192.
  40. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. Austin, Texas: The New Media Consortium.
  41. Kaivanpanah Maralani, S., Sharifi, A. (2012). An investigation of the effect of oral feedback On the writing skill of L2 learners and their views about it. Zabanpazhuhi, 3(6), 111-133. doi: 10.22051/jlr.2013.1034. [In Persian].
  42. Kavyani, H., Liaqatdar, M. J., Zamani, B. B. E., & Abediny, Y. (2017). The Learning process in the flipped classroom: A representation of experienced curriculum in higher education. Journal of higher education curriculum studies, 8(15), 179-214. [In Persian].
  43. Khan, S. (2012). The one world schoolhouse: Education reimagined. London, England: Hodder and Stoughton.
  44. Kurk, G., & Atay, D. (2007). Students’ writing apprehension. Journal of Theory and Practice in Education, 3(1), 12-13.
  45. Lee, I. (2014). Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48(1), 201–213.
  46. Lee, S. (2003). Teaching EFL writing in the university: Related issues, insights, and implications. Journal of National Taipei Teachers College, 16(1), 111-136.
  47. Loo, J. L., Eifler, D., Smith, E., Pendse, L., He, J., Sholinbeck, M., ... & Dupuis, E. A. (2016). Flipped instruction for information literacy: Five instructional cases of academic librarians. The Journal of Academic Librarianship, 42(3), 273-280
  48. Marlowe, C. (2012), The effect of the flipped classroom on student achievement and stress (Unpublished master’s thesis). Montana State University, Bozeman.
  49. McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: not just surface gains. Advances in Physiology Education, 40(1), 47-55.
  50. Millard, E. (2012). Five reasons flipped classrooms work. University Business, 26-29.
  51. Mireille, F. (2014). The Impact of using a flipped classroom instruction on the writing performance of Twelfth Grade Female Emirati Students in the Applied Technology High School (Aths). A Thesis in Teaching English to Speakers of Other Languages (Master’s Thesis). Dubai: The British University.
  52. Nafea’Ayoub, H. (2006). The analysis of errors made by Iraqi students in writing. Journal of the College of Languages (JCL) Mağallaẗ kulliyyaẗ al-luġāt, (15), 1-16.
  53. Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle& Heinle Publishers.
  54. Nyikos, M., & Hashimoto, R. (1997). Constructivist theory applied to collaborative learning in teacher education: In search of ZPD. The Modern Language Journal, 81(4), 506-517.
  55. O’Donoghue, T., & Clarke, S. (2010). Leading learning: Process, themes and issues in international contexts. Abingdon, Oxon: Routledge.
  56. O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
  57. Overmyer, G. R. (2014). The flipped classroom model for college algebra: Effects on student achievement. Unpublished PhD thesis. U.S.: Colorado State University
  58. Pacansky-Brock, M. (2013). Best practices for teaching with emerging technologies. New York, NY: Routledge.
  59. Qader, R. O., & Yalcin Arslan, F. (2019). The effect of flipped classroom instruction in writing: A case study with Iraqi EFL Learners. Teaching English with Technology, 19(1), 36-55.
  60. Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579–595.
  61. Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257–267.
  62. Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American journal of pharmaceutical education, 80(2). 34, 1-9.
  63. Safari, P., & Sahragard, R. (2015). Iranian EFL teachers' challenges with the new ELT program after the reform: From dream to reality. Khazar Journal of Humanities & Social Sciences, 18(4), 65-88.
  64. Sakulprasertsri, K. (2017). Flipped learning approach: Engaging 21st century learners in English classrooms . LEARN Journal :Language Education and Acquisition Research Network Journal, 10(2), 132-143.
  65. Sakulprasertsri, K. (2017). Flipped Learning Approach: Engaging 21st Century Learners in English Classrooms. LEARN Journal: Language Education and Acquisition Research Network, 10(2), 132-143.
  66. Skinner, E. A., Kinderman, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493–525
  67. Soltanpour, F., & Valizadeh, M. (2018). A flipped writing classroom: Effects on EFL learners’ argumentative essays. Advances in Language and Literary Studies, 9(1), 5-13.
  68. Soltanpour, F., & Valizadeh, M. (2018). A flipped writing classroom: Effects on EFL learners’ argumentative essays. Advances in Language and Literary Studies, 9(1), 5-13.
  69. Strayer, J. F. (2012), How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193.
  70. Swain, M. (2000). The output hypothesis and beyond: Me­diating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second lan­guage learning (pp. 97–114). Oxford, UK: Oxford Uni­versity Press.
  71. Torkelson,V. (2012). The Flipped Classroom, Putting Learning Back into the Hands of Students, Unpublished Master Thesis, Saint Mary's College of California, California, USA.
  72. Vibulphol, J. (2015). Thai teacher education for the future: Opportunities and challenges. Journal of Education Studies, 43(3), 50-64.
  73. Wallace, A. (2013). Social learning platforms and the flipped classroom. In e-Learning and e-Technologies in Education (ICEEE), 2013 Second International Conference on (pp. 198-200). IEEE.
  74. Wang, X. D., & Zhang, C. J. Z. (2013). The application research of flipped classroom in university teaching—A case study on professional English of educational technology. Modern Educational Technology, 8, 11-16
  75. Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 29(4), 517–35.
  76. Woo, Y., & Reeves, T. C. (2007). Meaningful inter­action in web-based learning: A social construc­tivist interpretation. Internet and Higher Edu­cation, 10(1), 15–25.
آمار
تعداد مشاهده مقاله: 632
تعداد دریافت فایل اصل مقاله: 342


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب