| تعداد نشریات | 24 |
| تعداد شمارهها | 886 |
| تعداد مقالات | 7,887 |
| تعداد مشاهده مقاله | 14,877,091 |
| تعداد دریافت فایل اصل مقاله | 12,649,950 |
Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners'''' through English Newspaper Articles | ||
| Teaching English as a Second Language Quarterly | ||
| دوره 39، شماره 3.1، دی 2020، صفحه 89-129 اصل مقاله (3.15 M) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Farzaneh Khodabandeh1؛ Mohammad Hassan Tharirian* 2 | ||
| 1Department of Linguistics and Language Teaching, Payame Noor University, Tehran Iran | ||
| 2Sheikhbahaee University | ||
| چکیده | ||
| < p>Following the recent developments in educational technology-integrated learning, interest in the true implementation of flipped and blended classrooms as innovative approaches has become increasingly popular among language education authorities. This research aimed at comparing flipped, blended, and traditional teaching (T-learning) contexts on Iranian EFL learners’ grammar learning. To this end, 60 intermediate EFL students out of 80, based on their performance in an Oxford Placement Test (OPT), were selected and divided into three groups, including two comparative and one control group, 20 in each. At the beginning of the study, the three groups participated in a pretest to assess their initial ability of grammar knowledge. To integrate technology into their instruction, both comparative groups received the same treatment and materials based on the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. The blended comparative group received instruction in both on-line and T-learning contexts, while the flipped comparative group received instruction in an online context. The control group received instruction in a T-learning context. After the treatment sessions, they participated in a post-test. The findings showed that reading interesting English newspaper articles, both in the blended and flipped classrooms had a statistically significant effect on developing EFL learners'' grammar knowledge. The findings of the study may be beneficial for EFL teachers and material developers to reconsider the role of educational technology (Ed Tech) tools to support classroom-based learning. | ||
| کلیدواژهها | ||
| Blended Learning؛ Educational Technology (Ed Tech)؛ Newspapers؛ Flipped classroom؛ SAMR s | ||
| مراجع | ||
|
Abaeian, H., & Samadi, L. (2016). The effect of flipped classroom on Iranian EFL learners’ L2 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295-304.
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Investigating the effects of the flipped classroom model on Omani EFL learners’ motivation level in English speaking performance. Education and Information Technologies, 1-21. Ahuja, N. (2020). A study of awareness and effectiveness of flipped classroom approach among students in Mumbai City. Studies in Indian Place Names, 40(51), 18-23.
Akakura, M. (2012). Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge. Language Teaching Research, 16(1), 9-37.
Akbari, O., & Razavi, A. (2016). Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes. International Journal of Research Studies in Education, 5(2), 105-116. Akkoyunlu, B., & Soylu, M. Y. (2004). A study on students'' views about blended learning environment. Retrieved from: https://files.eric.ed.gov/fulltext/ED494342.pdf Alastuey, M. C. B., & Galar, I. A. (2017). Flipping the EFL classroom in a secondary education setting: students’ perceptions and academic performance. Huarte de San Juan. Filología y Didáctica de la Lengua, (17), 35-57. Al-Ghamdi, M. & Al-Bargi, A. (2017). Exploring the application of flipped classrooms on EFL Saudi students'' speaking skill. International Journal of Linguistics, 9(4), 28-46. Alharabi, A. H. (2015). A flipped learning approach using social media in health informatics education. Creative Education, 6, 1466-1475.
Al-Jarf, R. (2007). Impact of blended learning on EFL college readers. In IADIS International Conference e-Learning (pp. 6-8).
Alijani, S., Maghsoudi, M., & Madani, D. (2014). The effect of authentic vs. non-authentic materials on Iranian EFL learners’ listening comprehension ability. International Journal of Applied Linguistics and English Literature, 3(3), 151-156.
Alimorad, Z. (2019). Examining the links between reading research findings, Iranian teachers'' perceptions of reading comprehension, and their actual practice in ESP courses. The Asian ESP Journal, 15(6), 62-97.
ALRowais, A. S. (2014). The impact of flipped learning on achievement and attitudes in higher education. International Journal for Cross-Disciplinary Subjects in Education, 4(1), 1914-1921.
Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
Asaka, S., Shinozaki, F., & Yoshida, H. (2018). The effect of flipped classroom approach on EFL Japanese junior high school performances and attitudes. In proceeding:2nd International conference on social sciences, humanities and technology (ICSHT 2018) (p. 84).
Azar, B. S., Hagen, S. A., Tesh, G., & Koch, R. S. (2017). Understanding and using English grammar: Workbook, Volume B. Pearson Education.
Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Barekat, B., & Nobakhti, H. (2014). The effect of authentic and inauthentic materials in cultural awareness training on EFL learners'' listening comprehension ability. Theory and Practice in language studies, 4(5), 1058.
Barbaux, M. T. (2006). From lifelong learning to m-learning. Association for Learning Technology, 132.
Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Education Online Journal of Distance -TOJDE, 16(4), 28-37.
Bergmann, J., & Sams, A. (2014). Flipping for mastery. Educational Leadership, 71(4), 24-29.
Bhatt, C. P. (2020). A critical study on mobile-assisted language learning through tools. UGC CARE Journal, 19(9), 268-278.
Boudreaux, C. J., Nikolaev, B. N., & Klein, P. (2019). Socio-cognitive traits and entrepreneurship: The moderating role of economic institutions. Journal of Business Venturing, 34(1), 178-196.
Chivata, Y. P., & Oviedo, R. C. (2018). EFL students’ perceptions of activeness during the implementation of flipped learning approach at a Colombian university. Gist: Education and Learning Research Journal, (17), 81-105.
Chuang, H.-H., Weng, C.-Y., & Chen, C.-H. (2018). Which students benefit most from a flipped-classroom approach to language learning? British Journal of Educational Technology, 49(1), 56–68.
Cleary, J. (2020). Using the flipped classroom model in a junior-level course to increase student learning and success. Journal of Civil Engineering Education, 146(3), 05020003.
Crossley, S. A., Louwerse, M. M., McCarthy, P. M., & McNamara, D. S. (2007). A linguistic analysis of simplified and authentic texts. The Modern Language Journal, 91(1), 15-30.
Dixon, D. H. (2018). Use of technology in teaching pronunciation skills. In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching. Hoboken: Wiley-Blackwell.
Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education, 18(2), 151-167.
Ghazizadeh, T., & Fatemipour, H. (2017). The effect of blended learning on EFL learners’ reading proficiency. Journal of Language Teaching and Research, 8(3), 606-614.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Jeong, K. O. (2017). The use of Moodle to enrich flipped learning for English as foreign language education. Journal of Theoretical & Applied Information Technology, 95(18).
Qader, R. O., & Yalcin Arslan, F. (2019). The effect of flipped classroom instruction in writing: A case study with Iraqi EFL learners. Teaching English with Technology, 19(1), 36-55.
Ghahari, S., & Ameri-Golestan, A. (2014). Impact of blended learning on Iranian EFL learners’ writing performance (Doctoral dissertation. Islamic Azad University, Najafabad Branch, Isfahan, Iran).
Ghanbari, N., Esmaili, F., & Shamsaddini, M. R. (2015). The effect of using authentic materials on Iranian EFL Learners’ vocabulary learning. Theory and Practice in Language Studies, 5(12), 2459-2468.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language teaching, 40(2), 97.
Ginting, S. A. (2018). Flipped learning (FL) approach: Teaching academic writing skill to tertiary EFL learners. The Journal of Social Sciences Research, 4(12), 582-590.
Grabe, W., & Stoller, F. (2002). Teaching and research reading. Harlow, UK: Longman.
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347-353.
Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners'' appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293.
Hao, Y. (2016). Exploring undergraduates'' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92.
Harun, F., & Hussin, S. (2017). The acceptance of flipped language learning (FLL). A study of engineering students at Technical Matriculation college. International Journal of Applied Engineering Research, 12(24), 14495-14504.
Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175-193.
Hung, H. T. (2017). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1), 16-27.
Huang, Q. (2009). Background knowledge and reading teaching. Asian Social Science, 5(5), 138-142.
Karabulut‐Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411.
Karimi, M., & Dowlatabadi, H. R. (2014). Authenticity vs. practicality: Metacognitive awareness through authentic materials in EFL classroom. Procedia-Social and Behavioral Sciences, 98, 844-851.
Karimi, M., & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95-103.
Kazu, I. Y., & Demirkol, M. (2014). Effect of Blended Learning Environment Model on High School Students'' Academic Achievement. Turkish Online Journal of Educational Technology-TOJET, 13(1), 78-87.
Khazaei, S.& Dastjerdi, H. V. (2011). An investigation into the impact of traditional vs. blended teaching on EFL learners’ vocabulary acquisition: M-Learning in focus. International Journal of Humanities and Social Science, 1(15), 202-207.
Kvashnina, O.S., Mrtynko, E.N. (2016). Analyzing the potential of flipped classroom in ESL teaching. IJET, 11(3), 71-73.
LaFee, S. (2013). Flipped learning. The Education Digest, 79(3), 13.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped-classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Lewis, G. (2007). Teenagers. Oxford: Oxford University Press.
Lin, C. J., & Hwang, G. J. (2018). A flipped classroom approach to supporting game-based learning activities for EFL business writing course. In 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Atlantis Press.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). New York: Academic Press
Loucky, J. P., & Ware, J. L. (2017). Flipped instruction methods and digital technologies in the language classroom. United States: IGI Global.
Marzban, A., & Davaji, S. (2015). The effect of authentic texts on motivation and reading comprehension of EFL students at intermediate level of proficiency. Theory and Practice in Language Studies, 5(1), 85-91.
McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: not just surface gains. Advances in physiology education, 40(1), 47-55.
Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1-10.
Mohammadi, J., Barati, H., & Youhanaee, M. (2019). The effectiveness of using flipped classroom model on Iranian EFL learners'' English achievements and their willingness to communicate. English Language Teaching, 12(5), 101-115.
Musib, M. K. (2014). Student perceptions of the impact of using the flipped classroom approach for an introductory-level multidisciplinary module. CDTL Brief, 17(2), 15- 20.
Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, 1-15.
Nassaji, H., & Fotos, S. S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in a communicative context. Routledge.
Nazari, N. (2013). The effect of implicit and explicit grammar instruction on learners’ achievements in receptive and productive modes. Procedia-Social and Behavioral Sciences, 70, 156-162.
Nouri, J. (2016). The flipped classroom: For active, effective, and increased learning – Especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 33–42.
O''Toole, J. M., & Absalom, D. J. (2003). The impact of blended learning on student outcomes: Is there room on the horse for two? Journal of Educational Media, 28(2-3), 179-190.
Puentedura, R. (2006). Transformation, technology, and education. http://hippasus.com/resources/tte/
Reddy, S., & Nazneen, S. (2018). Newspapers as a supplementary text for pedagogical activity in ESL classroom. Language in India, 18(1), 529-537.
Rizwan, M., & Akhtar, S. (2016). Effect of explicit and implicit pedagogical instructions in the acquisition of definite, indefinite, and zero articles. International Journal of Multidisciplinary and Current Research, 4, 2321-3124.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49.
Saidah, S. (2019). The effectiveness of flipped classroom in teaching grammar of EFL students. English Education: Journal of English Teaching and Research, 4(2), 193-206.
Seibert Hanson, A. E., & Brown, C. M. (2020). Enhancing L2 learning through a mobile assisted spaced- repetition tool: an effective but bitter pill? Computer Assisted Language Learning, 33(1-2), 133-155.
Shang, H. F. (2017). An exploration of asynchronous and synchronous feedback modes in EFL writing. Journal of Computing in Higher Education, 29(3), 496-513.
Shekary, M., & Tahririan, H. (2006). Negotiation of meaning and noticing in text-based online chat. The Modern Language Journal, 90(4), 557-573.
Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5).
Slomanson, W. R. (2014) Blended learning: A flipped classroom experiment. Journal of Legal Education 64(1), 93-102.
Soltani Tehrani, N., & Tabatabaei, O. (2012). The impact of blended online learning on Iranian EFL learners'' vocabulary achievement. International Electronic Journal for the Teachers of English, 2(5), 73-88.
Soltanpour, F., & Valizadeh, M. (2018). A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays. Advances in Language and Literary Studies, 9(1), 5-13.
Soleimani, H., Jahangiri, K., & Jafarigohar, M. (2015). Effect of explicit and implicit instruction on implicit knowledge of English past simple tense. International Journal of Asian Social Science, 5(5), 257-265.
Sopin, G. (2015). Students’ perceptions of grammar teaching and learning in English language classrooms in Libya. Journal of Research & Method in Education, 5(2), 67-72.
Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia-Assisted Language Learning, 18(2), 159-187.
Suranakkharin, T. (2017). Using the flipped model to foster Thai learners’ second language collocation knowledge. 3L: Language, Linguistics, Literature®, 23(3).
Tafani, V. (2009). Teaching English through Mass Media. Acta didactica napocensia, 2(1), 81-95.
Taghavi, F., & Aladini, F. (2018). The effect of modified vs. authentic input on Iranian EFL learners'' reading comprehension. Theory and Practice in Language Studies, 8(4), 450-457.
Tosun, S. (2015). The effects of blended learning on EFL students’ vocabulary enhancement. Procedia-Social and Behavioral Sciences, 199(1), 641-647.
Turan, Z., & Akdag-Cimen, B. (2019). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 1-17.
Vaezi, R., Afghari, A., & Lotfi, A. (2019). Investigating listening comprehension through flipped classroom approach: Does authenticity matter? CALL-EJ, 20(1), 178-208.
Vitanofa, A., & Anwar, K. (2018). The effect of flipped learning through graphic organizers toward writing skill at MAN 2 Gresik. Journal of English Teaching, Literature, and Applied Linguistics, 1(2), 37-49.
Vuong, N. H. A., Keong, T. C., & Wah, L. K. (2019). The affordances of the flipped classroom approach in English grammar instruction. International Journal of Education, 4(33), 95-106.
Wang, T. H. (2011). Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-learning environment. Computers & Education, 57(2), 1801-1812.
Wang, S., & Liu, C. (2018). Task-based flipped classroom in Chinese college EFL teaching: An empirical study in oral English course. International Journal of Contemporary Education, 1(1), 12-18.
Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts? CATESOL Journal, 28(1), 39-67.
Webb, M., Doman, E., & Pusey, K. (2014). Flipping a Chinese university EFL course: What students and teachers think of the model. The Journal of Asia TEFL, 11(4), 53-87.
Wong, K., & Chu, D. W. K. (2014). Is the flipped classroom model effective in the perspectives of students ‘perceptions and benefits? In S. K. S. Chung, J. Fong, J. Zhang, R. Kwan, & L. F. Kwok (Eds.), Proceedings of 7th international conference (ICHL 2014) on hybrid learning: Theory and practice (pp. 93–104). China: Shanghai.
Wu, J. Y. (2014). Gender differences in online reading engagement, metacognitive strategies, navigation skills and reading literacy. Journal of Computer Assisted Learning, 30(3), 252-271.
Yang, C. C. R. (2017). An investigation of the use of the ‘flipped classroom’ pedagogy in secondary English language classrooms. Journal of Information Technology Education: Innovations in Practice, 16, 1–20.
Yang, C. C. R., & Chen, Y. (2020). Implementing the flipped classroom approach in primary English classrooms in China. Education and Information Technologies, 25(2), 1217-1235.
Zainuddin, Z., & Attaran, M. (2016). Malaysian students’ perceptions of flipped classroom: A case study. Innovations in Education and Teaching International, 53(6), 660-670.
Zhang, H., Du, X., Yuan, X., & Zhang, L. (2016). The effectiveness of the flipped classroom model on the English pronunciation course. Creative Education, 7, 1340–1346.
Zuo, X. (2016). Motivation in a flipped classroom, a case study of teaching oral English in a vocational college in mainland China. Sino-US English Teaching, 13(6), 460–467. | ||
|
آمار تعداد مشاهده مقاله: 2,128 تعداد دریافت فایل اصل مقاله: 1,994 |
||