The Effect of Face-to-Face Verses Online FLIP Learning on the Speaking Skill of Lower-Intermediate Iranian University EFL Learners
محورهای موضوعی : language teaching
مریم میرایی محمدی
1
(
گروه آموزش زبان انگلیسی، واحد علوم وتحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
)
سید محمد علوی
2
(
گروه آموزش زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه تهران، تهران، ایران
)
محمد خطیب
3
(
گروه آموزش زبان انگلیسی، دانشکده ادبیات و زبانهای خارجی، دانشگاه علامه طباطبائی، تهران، ایران
)
کلید واژه: Speaking Skill, face-to-face FLIP learning, online FLIP learning,
چکیده مقاله :
Although FLIP learning has been used as an effective face-to-face and online learning pedagogy, there is a scarcity of research on students' English speaking skill using FLIP learning in these two modalities. Therefore, this study set out to investigate the effect of face-to-face vs. online FLIP learning on the speaking skill of lower-intermediate Iranian university EFL learners. The study was quasi-experimental with 32 participants (18 female and 14 male) whose homogeneity in terms of language proficiency at lower-intermediate level was assured through the administration of Oxford Placement Test. Then, the participants were randomly assigned to two experimental groups, both of which took the pretest and posttest of speaking. One group participated in face-to-face FLIP classroom and the other one took part in online FLIP context using Adobe Connect. The findings revealed that using FLIP learning significantly improved the speaking skill of the two groups since the participants of both groups performed more successfully on the post-test as compered to the pre-test. The findings also indicated that the face-to-face FLIP learning participants outperformed the online FLIP learning participants. This means that using face-to-face FLIP learning in which the students had face-to-face interactions had a positive effect on their speaking skill more effectively.
اگرچه یادگیری معکوس به عنوان روشی موثر به صورت ترکیبی و آنلاین مورد استفاده قرار گرفته، در زمینه مقایسه یادگیری دانشجویان زبان انگلیسی در مهارت گفتاری با استفاده از این روش در این دو محیط تحقیقات کمی صورت گرفته است. لذا این تحقیق اثر یادگیری معکوس رو در رو و آنلاین را بر مهارت گفتاری دانشجویان ایرانی پایین تر از سطح متوسط که زبان انگلیسی را به عنوان زبان خارجی می آموزند مقایسه می کند. این یک تحقیق شبه-آزمایشی است که در آن ۳۲ شرکت کننده متجانس از طریق آزمون تعیین سطح آکسفورد در سطح پایین تر از متوسط قرار گرفتند. سپس از طریق نمونه گیری تصادفی ساده به دو گروه آزمایشی یادگیری معکوس به صورت ترکیبی و آنلاین گروه بندی شدند که در پیش آزمون و پس آزمون شرکت نمودند. یافته های این تحقیق نشان داد استفاده از روش یادگیری معکوس به طور چشمگیری مهارت گفتاری هر دو گروه را بهبود بخشید چرا که عملکرد هر دو گروه رو در رو و آنلاین در پس آزمون بهتر از پیش آزمون بود. یافته های این تحقیق همچنین مشخص کرد شرکت کنندگان در یادگیری معکوس رو در رو عملکرد بهتری نسبت به گروه دیگر داشتند. به عبارت دیگر، استفاده از یادگیری معکوس رو در رو بر مهارت گفتاری دانشجویان را به طرز موثری بهبود بخشید.
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