A Qualitative Investigation of Students' Perceptions of Flipped learning
الموضوعات :
Shahriar Jalili
1
,
Hamidreza Khalaji
2
,
Hossein Ahmadi
3
1 - Department of English Language Teaching, Ismamic Azad University, Malayer, Iran
2 - Department of English Language Teaching, Islamic Azad University, Malayer, Iran
3 - Department of English Language, Faculty of Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran
الکلمات المفتاحية: flipped classroom, Iranian EFL Students, students' perceptions, Bloom's taxonomy,
ملخص المقالة :
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.
Aghaei, K., Rajabi, M.,. & Ajam, F. (2020). Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom. Education and Information Technologies, 25, 1607–1623 (2020). https://doi.org/10.1007/s10639-019-10039-9.
Alhamami, M. (2019). Effectiveness of flipped language learning classrooms and
students’ perspectives. Journal in English as a Foreign Language, 9 (1), 71-86.
Anderson, L. W., Krathwohl, D. R., Airasian, P., Cruikshank, K., Mayer, R., Pintrich,P. & Wittrock, M. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy. New York: Longman Publishing.
Başal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28–37.
Bell, M.R. (2015). An Investigation of the Impact of a Flipped Classroom Instructional Approach on High School Students' Content Knowledge and Attitudes Toward the Learning Environment, Unpublished doctoral dissertation, Brigham Young University – Provo.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in
every class every day. Washington, DC: Internal Society for Technology
in Education.
Choe, E. & Seong, M.-H. (2016). A case study of the flipped classroom in a Korean university general English course. Journal of Pan-Pacific Association of Applied Linguistics, 20(2), 71-93.
Evseeva. A & Solozhenko.A. (2015) . Use of Flipped Classroom Technology in Language Learning. Procedia - Social and Behavioral Sciences,206, 205-209 Flipped Learning Network, (2014﴿. The four pillars of F-‐L-‐I-‐P™. Retrieved from The
Edvocate, 2015. Fauzan, A. & Ngabut, M.N. (2018). EFL students’ perception on flipped learning in writing class. eptember 2018. Journal on English as a Foreign Language 8(2):115-129. DOI: 10.23971/jefl.v8i2.792
Haghighi, H., Jafarigohar, M., Khoshsima, H, & Vahdany, V. (2018). Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation,
perception, Computer Assisted Language Learning, DOI:10.1080/09588221.2018.1504083
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. Retrieved from the Flipped Learning Network, 1/5/2015, http://flippedlearning.org/cms/lib07/VA01923112/
Hsieh, J. S., Wu, W. C. V. & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30 (1–2), 1–21.
McLaughlin, J. E., M. T. Roth, D. M. Glatt, G. Nastaran, C. A. Davidson, L. M. Griffin, and R. J. Mumper. 2014. “The Flipped Classroom.” Academic Medicine: Journal of the Association of American Medical Colleges, 89 (2), 236–243. Nguyen, H.A.V., Choon, K. T., Kean,V. L. (2018). Students’ Perceived Challenges of Attending a Flipped EFL Classroom in Viet Nam. Theory and Practice in Language Studies, 8(11), 1504-15010.
Nguyen, B., X. Yu, A. Japutra, and C.-H. S. Chen. 2016. “Reverse Teaching: Exploring Student Perceptions of “Flip Teaching”. Active Learning in Higher Education, 17 (1), 51–61.
Obari, H., & Lambacher, S. (2015). Successful EFL teaching using mobile technologies in a flipped classroom. In Helm, F, Bradley, L, Guards, M, & Thouësny, S (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 433- 438). Dublin: Research-publishing.net
Tawfik, A. A., and L. Christopher. 2015. Using a Flipped Classroom Approach to Support Problem-Based Learning. Technology, Knowledge and Learning, 20 (3), 299–315.
Touchstone, M. (2015). Flipping the classroom and student performance in advanced statistics: Evidence from a quasi-experiment. Journal of Political Science Education, 11(1), 28-44.
International Journal of Foreign Language Teaching & Research – Volume 8, Issue 33, Winter 2020 38
Vaezi,R., Afghari, A., & Lotfi A. (2019). Flipped Teaching: Iranian Students’ and Teachers’ Perceptions. Applied Research on English Language, 8(1), 139-164.
Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. London, UK: Harvard University Press.
Wilson, S. G. 2013. “The Flipped Class: A Method to Address the Challenges of an Undergraduate Statistics Course. Teaching of Psychology,40 (3), 193–199.
Zainuddin, Z., and S. H. Halili (2016). Flipped Classroom Research and Trends From Different Fields of Study. The International Review of Research in Open and Distributed Learning 17 (3): 313–340.
