The Attitudes of M. A. Candidates of TEFL Toward Flipped-Teaching: A Mixed-Method Study
محورهای موضوعی : Journal of Applied Linguistics Studies
Hamed Zarabi
1
(Department of English Language and Literature, Islamic Azad University of Gonbad Kavoos, Iran.)
Nima Yamrali
2
(Department of English Language Teaching, Faculty of humanities, Islamic Azad university)
Nadia Gharani
3
(Department of English Language Teaching, Gonbad-e-Kavous Branch, Islamic Azad University, Gonbad-e-Kavous, Iran)
کلید واژه: Flipped-classroom, Flipped-learning, Flipped-teaching, M.A. candidates of TEFL, ,
چکیده مقاله :
Flipped classroom is a new approach where teachers provide students with learning materials before the physical class. Lately, there has been a focus on its potential benefits, however, there is insufficient research on the perspective of TEFL Master's students toward this type of learning. To address this, 30 M.A. candidates of TEFL from the Islamic Azad University in Gonbad Kavoos, Iran, were randomly selected, with ages ranging from 24 to 52. The flipped method of instruction was used for a full academic semester. Data were collected using a mixed-method approach, including a questionnaire assessing students' attitudes toward flipped learning and interviews. Questionnaire frequency analyses showed that the students viewed flipped learning favorably and agreed that it benefited them in various ways. Furthermore, the interview content analysis indicated that the participants had a positive attitude towards the experiment and demonstrated that flipped teaching can lead to problem-solving outside the classroom, collaboration with the instructor and classmates, a sense of being valued, and predictability of lessons, which can reduce stress. Flipped teaching is a valuable investment of time and energy for both the teacher and learners in preparation for the classroom, as it can motivate and engage learners.
Flipped classroom is a new approach where teachers provide students with learning materials before the physical class. Lately, there has been a focus on its potential benefits, however, there is insufficient research on the perspective of TEFL Master's students toward this type of learning. To address this, 30 M.A. candidates of TEFL from the Islamic Azad University in Gonbad Kavoos, Iran, were randomly selected, with ages ranging from 24 to 52. The flipped method of instruction was used for a full academic semester. Data were collected using a mixed-method approach, including a questionnaire assessing students' attitudes toward flipped learning and interviews. Questionnaire frequency analyses showed that the students viewed flipped learning favorably and agreed that it benefited them in various ways. Furthermore, the interview content analysis indicated that the participants had a positive attitude towards the experiment and demonstrated that flipped teaching can lead to problem-solving outside the classroom, collaboration with the instructor and classmates, a sense of being valued, and predictability of lessons, which can reduce stress. Flipped teaching is a valuable investment of time and energy for both the teacher and learners in preparation for the classroom, as it can motivate and engage learners.
