Role of Flipped, Blended, and Conventional Learning Environments on Developing Pronunciation of EFL Learners Using ELSA Apps
الموضوعات : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
بهرام دهقانپور
1
(استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد لنجان، اصفهان، ایران)
ژاله بهشتی
2
(استادیار گروه زبان انگلیسی، دانشگاه شهید اشرفی اصفهانی، سپاهان شهر، اصفهان، ایران)
محمود جلالی
3
(گروه زبان انگلیسی، دانشگاه پیام نور، نجف آباد، ایران)
الکلمات المفتاحية: flipped classroom, Pronunciation ability, Blended classroom, Conventional classroom, Pre-intermediate students,
ملخص المقالة :
The current study aimed at considering the effects of flipped, blended, and conventional classes on developing pronunciation features among Iranian EFL learners. It also investigates the role of the ELSA app in flipped, blended, and conventional classes. For this purpose, a total number of 120 pre-intermediate EFL learners (boys and girls) were chosen to take part in the study. They were divided into different classes including flipped, blended, and conventional classes. According to the results of this study, flipped classes was more effective in terms of improving students' pronunciation compared to blended and conventional classroom. Also, based on the results, the blended method was the second method that had the highest efficiency among the three. Overall, it was concluded that using flipped and blended methods could be effective in terms of enhancing the level of pronunciation among students and they need to be taken into consideration by material developers, designers, and teachers.
References
Abduh, M. Y. (2019). Production of protein hydrolysate containing
antioxidant activity from Hermetia illucens. Heliyon, 5(6), 1-8.
Anderson, B., & Simpson, M. (2012). History and Heritage in Open,
Flexible, and Distance Education. Journal of Open, Flexible, and
Distance Learning, 16(2).
Bahari, A. (2021). Computer-mediated Feedback for L2 learners:
challenges vs. affordances. Journal of Computer Assisted Learning,
doi:10.1111/jcal.12481
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The
evidence for ‘flipping out’: a systematic review of the flipped
classroom in nursing education. Nurse education today, 38, 15-21.
Dawson, C. (2013). Introduction to Research Methods. A practical guide
for anyone undertaking a research project - 4th Edition. Oxford:
Books LTD.
Dai, S., Wu, T., & Yang S. (2021). New Approaches to Anticipate the
Risk of Reverse Zoonosis. Trends Ecol Evol. 36(7):580-590.
Engeström, Y. (1987). Learning by Expanding: An Activity-theoretical
Approach to Developmental Research. Orienta-Konsultit
Fraga, L, & Harmon,J. (2014). The Flipped Classroom Model of Learning
in Higher Education: An Investigation of Preservice Teachers’
Perspectives and Achievement. Journal of Digital Learning in
Teacher Education.
Haryadi, B. & Aprianoto, J. (2020). Integrating “English pronunciation”
app into pronunciation teaching: How it affects students’
participation and learning. JOLLT Journal of Languages and
Language Teaching, vol. 8, no.2, pp. 202-212,
Huong, D. T. T., Oanh, B. T., Oanh, P. T. K., & Luong, L. K. (2019).
Using Facebook in Blended Learning in Vietnamese Undergraduate
Students.
Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., & Wu, N.
(2021). Using automatic speech recognition technology to enhance
EFL learners’ oral language complexity in a flipped
Dehghanpour, B., Beheshti, Zh., & Jalali, M./ Journal of Language, Culture, and Translation 5(1) (2022),
150-161
160
classroom. Australasian Journal of Educational Technology, 37(2),
110-131.
Linga, P., & Wang, C. H. (2014). Flipped class learning in a large class
setting. CDTL brief, 17(1), 4-9.
Mahn, H. (1999). Vygotsky's methodological contribution to
sociocultural theory. Remedial and Special Education, 20(6), 341–
350.
McCrocklin, S. (2014). The potential of Automatic Speech Recognition
for fostering pronunciation learners' autonomy (Doctor
dissertation). Iowa State University.
Muilenburg, L. (Eds.). (2013). Handbook of Mobile Learning (1st ed.).
Routledge.
Murphy, P. K. (2015). Marking the way: School-based interventions that
“work.” Contemporary. Educational Psychology, 40
Ohkawa, Y., Kodama, M., Konno, Y., Zhao, X., & Mitsuishi, T. (2018).
A study on UI design of smartphone app for continuous blended
language learning. In the 5th International Conference on Business
and Industrial Research (ICBIR). 584-589.
Piaget, J. (1971). The Theory of Stages in Cognitive Development. In D.
Green, M. P. Ford, & G. B. Flamer (Eds.), Measurement and Piaget
(pp. 1-11).
Tayebinik, M., & Puteh, M. (2013). Blended Learning or Elearning? Tayebinik, M., & Puteh, M. (2012). Blended learning or
E-learning, 103-110.
Vygotsky, L. S. (1978). Mind in society: the development of higher mental
processes. Cambridge, MA: Harvard University Press.
Xu, W.: (2010). A study on the effectiveness of an ASR-based online
software on Chinese college students’ phoneme learning. MA
Thesis, Hunan University.
Zeng, Y. (2021). Application of Flipped Classroom Model Driven by Big
Data and Neural Network in Oral English Teaching. Wireless
Communications and Mobile Computing.
Zhang, H., Du, X., Yuan, X., & Zhang, L. (2016). The Effectiveness of
the flipped classroom model on the English pronunciation
course. Creative Education, 7(09), 1340.
Zhang, M., Zou, L., (2020). Alternative lengthening of telomeres: from
molecular mechanisms to therapeutic outlooks, Cell &
Bioscience, volume 10, Article number: 30.
Zhang, Y., Dang, Y., & Amer, B. (2016). A large-scale blended and
flipped class: Class design and investigation of factors influencing
Dehghanpour, B., Beheshti, Zh., & Jalali, M./ Journal of Language, Culture, and Translation 5(1) (2022),
150-161
161
students' intention to learn. IEEE Transactions on Education, 59(4),
263-273.
