Effect of Flipped Teaching on Iranian Intermediate EFL Learners’ Word Recognition from Speech
محورهای موضوعی : Second Language Education
Somayeh Pournia
1
,
Azizeh Chalak
2
,
Hossein Heidari Tabrizi
3
1 - Department of English, Isf.C., Islamic Azad University, Isfahan, Iran
2 - Department of English, Isf.C., Islamic Azad University, Isfahan, Iran
3 - Department of English, Isf.C., Islamic Azad University, Isfahan, Iran
کلید واژه: Aural vocabulary, Flipped classroom teaching, Iranian intermediate EFL learners, Listening skill, Word recognition from speech,
چکیده مقاله :
Flipped learning is a relatively innovative pedagogical concept that can transform traditional classes into more engaging ones. This study examined the effectiveness of flipped classroom instruction on Iranian intermediate EFL learners' word recognition from speech (WRS). The research followed a quasi-experimental pretest-posttest comparison group design. Sixty female intermediate learners with the age range of 17 to 20 from Gooya English Language Institute in Ardestan, Isfahan, were selected. The participants were chosen according to their performance on the Oxford Quick Placement Test (OQPT) through convenience sampling and then randomly assigned into two equal groups: one experimental group and one comparison group. During this period, the experimental group was provided with a flipped learning-based model of instruction, and the learners were allowed to use smartphones equipped with Internet educational equipment, but the comparison group was taught with routine English language instruction. One pre-test and one post-test were administered to assess the learners’ word recognition from speech. The results of the paired samples t-test and one-way ANCOVA revealed the outperformance of the experimental group over the comparison group. The findings can be used by learners, teachers, curriculum designers, and other researchers.
Flipped learning is a relatively innovative pedagogical concept that can transform traditional classes into more engaging ones. This study examined the effectiveness of flipped classroom instruction on Iranian intermediate EFL learners' word recognition from speech (WRS). The research followed a quasi-experimental pretest-posttest comparison group design. Sixty female intermediate learners with the age range of 17 to 20 from Gooya English Language Institute in Ardestan, Isfahan, were selected. The participants were chosen according to their performance on the Oxford Quick Placement Test (OQPT) through convenience sampling and then randomly assigned into two equal groups: one experimental group and one comparison group. During this period, the experimental group was provided with a flipped learning-based model of instruction, and the learners were allowed to use smartphones equipped with Internet educational equipment, but the comparison group was taught with routine English language instruction. One pre-test and one post-test were administered to assess the learners’ word recognition from speech. The results of the paired samples t-test and one-way ANCOVA revealed the outperformance of the experimental group over the comparison group. The findings can be used by learners, teachers, curriculum designers, and other researchers.
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