A Qualitative Investigation of Students' Perceptions of Flipped learning

International Journal of Foreign Language Teaching and Research

دوره 8، شماره 33، خرداد 2020، صفحه 29-38   

نوع مقاله: Research Papers

نویسندگان

Shahriar Jalili¹؛ Hamidreza Khalaji^{* 2}؛ Hossein Ahmadi³

¹Department of English Language Teaching, Ismamic Azad University, Malayer, Iran

²Department of English Language Teaching, Islamic Azad University, Malayer, Iran

³Department of English Language, Faculty of Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran

چکیده

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.

کلیدواژه‌ها

Flipped classroom؛ Students' perceptions؛ Bloom's taxonomy؛ Iranian EFL students

مراجع

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