The Effect of Flipped Classroom on Iranian ESP Students’ Vocabulary Learning, Retention and Attitude

International Journal of Foreign Language Teaching and Research

دوره 9، شماره 35 - شماره پیاپی 2، تیر 2021، صفحه 115-129   

نوع مقاله: Research Papers

نویسندگان

zahra Rezaei Fard؛ Mohsen Shahrokhi^* ؛ Mohammad Reza Talebinejad

Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran

چکیده

This study embarked on investigating the effectiveness of teaching ESP vocabulary via flipped classroom on improving Iranian students’ vocabulary learning. In addition, the attitudes of ESP learners towards the use of flipped classroom were investigated. In this study, a quantitative procedure was followed to collect and analyze data . In so doing, 60 ESP participants studying English in Payame Noor University were selected non-randomly based on their performance on Oxford quick placement test. All the participants were divided into two equal groups consisting of 30 participants and a pretest was administered. The participants of the experimental group received instruction through flipped classroom. The control group received vocabulary instruction through the conventional method that was popular in the university. A posttest was given to the participants of both groups in order to check the students’ vocabulary learning. To investigate the students’ attitudes towards using flipped classroom, a 10-item questionnaire was distributed among the participants after the treatment phase of the study. The results of one-way MANOVA showed that implementing flipped classrooms has significant effects on Iranian students' vocabulary learning in ESP courses. Furthermore, the participants of the experimental group acknowledged that implementing flipped classrooms has positive effect on their attitude in ESP courses. The findings regarding the effectiveness of flipped classroom and its prospected implications in developing vocabulary learning can pave the way for better communication in an ESP context and community.

کلیدواژه‌ها

Flipped classroom؛ vocabulary learning؛ learners’ attitudes؛ ESP learner

مراجع

Asadi, N., Khodabandeh, F., & Yekta, R. R. (2019). Comparing and Contrasting the Interactional Performance of Teachers and Students in Traditional and Virtual Classrooms of Advanced Writing Course in Distance Education University. Turkish Online Journal of Distance Education, 20(4), 135-148.
Azevedo, Roger & Harley, Jason & Trevors, Gregory & Duffy, Melissa & Feyzi Behnagh, Reza & Bouchet, François & Landis, Ron. (2013). Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems. 10.1007/978-1-4419-5546-3_28.
Baranovic, K. (2013). Flipping the first-year composition classroom: Slouching toward the pedagogically hip (Doctoral dissertation, Southeast Missouri State University).
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: ISTE.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: a survey of the research. In 120th ASEE National Conference and Exposition, Atlanta, GA (Paper ID 6219). Washington, DC: American Society for Engineering Education.
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved May 19, 2019 from: URL: http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in education and teaching international, 44(4), 349-362.
Caladine, R. (2008). A Short History of Learning Technologies. In Enhancing E-Learning with Media-Rich Content and Interactions (pp. 15-28). IGI Global.
Ceylaner, S. G., & Karakus, F. (2018). Effects of the Flipped Classroom Model on Students' Self-Directed Learning Readiness and Attitudes towards the English Course. English Language Teaching, 11(9), 129-143.
Cheng, Y., & Weng, C. (2017). Factors influence the digital media teaching of primary school teachers in a flipped class: A Taiwan case study. South African Journal of Education, 37(1), 1–12. https://doi.org/10.15700/saje.v37n1a1293.
Clark, K. (2015). The effects of the flipped model instruction on student engagement & performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115. https://doi.org/10.9743/JEO.2015.1.5
Crosling, G., Heagney, M., & Thomas, L. (2009). Improving student retention in higher education: Improving teaching and learning. The Australian Universities' Review, 51(2), 9-15.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research & Development, 61(4), 563-580. doi.org/10.1007/s11423-013-9305-6
Farrah, M., & Qawasmeh, A. (2018). English Students' Attitudes towards Using Flipped Classrooms in Language Learning at Hebron University. Research in English language pedagogy, 6(2), 275-294.
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P. (2014). Active learning increased student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111, 8410-8415.
Gross, A. (2014). The flipped classroom: Shakespeare in the English classroom. Unpublished Doctoral Dissertation. North Dakota State University: Fargo.
Hamden, N., McKnight, P.E., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. Flipped Learning Network. Upper Saddle River, NJ: Pearson Education, Retrievedfrom:URL::http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf
Hashemifardnia, A., Namaziandost, E., Shafiee, S. (2018). The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension. Theory and Practice in Language Studies, 8(6), 665-673.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Hsu, C.-K., & Chang, C.-K. (2010). Effects of automatic hidden caption classification on a content-based computer assisted language learning system for foreign language listening. Paper presented at the International Conference on Computers in Education, Putrajaya, Malaysia.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
Kiriakidis, P. P. (2011). Teachers’ experiences with emerging learning technologies. Rochester: doi:10.2139/ssrn.1783148
Kisby, N. (2011). The Role of ICT in EFL Teaching: An action research project with young learners in the Czech Republic. Retrieved from www.geocities.com/fut04ure07stars
Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324.
Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media & mobile internet use among teens and young adults. Retrieved from: https: // scholar. Googleuser content. Com /scholar?q=cache:7QNKnWGQNaoJ:scholar.google.com/+Lenhart,+Purcell,+Smith,+%26+Zickuhr,+2010&hl=en&as_sdt=0,5
Mehring, J. (2015). An exploratory study of the lived experiences of Japan undergraduate EFL students in the flipped classroom. Unpublished Doctoral Dissertation. Pepperdine University: Malibu
Merchant, G. (2009). Web 2.0, new literacies, and the idea of learning through participation. English teaching: practice and critique, 8(3), 107-122.
Millard, E. (2012). Five reasons flipped classrooms work: Turning lectures into homework to boost student engagement & increase technology-fueled creativity. University Business, 15(11), 26-29.
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85-87.
Nguyen, T. (2018). Implementation of English Flipped Classrooms: Students’ Perceptions and Teacher’s Reflection. International Journal of Research Studies in Language Learning, 7(3), 87-108.
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95.
Oraif, I. M. K. (2018). An Investigation Into the Impact of the Flipped Classroom on Intrinsic Motivation (IM) and Learning Outcomes on an EFL Writing Course at a University in Saudi Arabia Based on Self-determination Theory (SDT) (Doctoral dissertation, University of Leicester).
Overmyer, G. R. (2014). The flipped classroom model for college algebra: Effects on student achievement (Doctoral dissertation, Colorado State University).
Padurean, A., & Margan, M. (2009). Foreign language teaching via ICT. Revista de Informatica Sociala, 7(12), 97-101.
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.
Roehl, A., Reddy, S. H., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44–49.
Yousefzadeh, M., & Salimi, A. (2015). The effect of flipped learning (revised learning) on Iranian students’ learning outcomes. Advances in Language and Literary Studies, 6(5), 209-213.
Selwyn, N. (2009). Faceworking: exploring students' education‐related use of Facebook. Learning, media and technology, 34(2), 157-174.
Shank, P. (2008). Thinking critically to move e-learning forward. The e-learning handbook: Past promises, present challenges, 15-26.
Soliman, N. A. (2016). Teaching English for academic purposes via the flipped learning approach. Procedia-Social and Behavioral Sciences, 232, 122-129.
Spires, H. A., Lee, J. K., Turner, K. A., & Johnson, J. (2008). Having our say: Middle grade student perspectives on school, technologies, and academic engagement. Journal of research on Technology in Education, 40(4), 497-515.
Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. Proceedings of International Annual Conference on Distance Teaching & Learning. WI: Madison
Uzunboylu, H., & Karagözlü, D. (2017). The emerging trend of the flipped classroom: A content analysis of published articles between 2010 and 2015. Revista de Educación a distancia, (54).
Vaezi, R., Afghari, A., & Lotfi, A. (2019). Flipped Teaching: Iranian Students’ and Teachers’ Perceptions. Applied Research on English Language, 8(1), 139-164.
Walsh, K. (2013). Flipped classroom panel discussion provides rich insights into a powerful teaching technique. Retrieved from http://www.emergingedtech.com/2013/06/flipped-classroom-panel-discussion-provides-rich-insights-into-a-powerful-teaching-technique/
Wilson, S. (2008). Patterns of personal learning environments. Interactive learning environments, 16(1), 17-34.
Zainuddin, Z., & Halili, S.H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313–340.
Zappe, S. E., Leicht, R. M., Messner, J., Litzinger, T., & Lee, H. W. (2009). ‘Flipping’ the classroom to explore active learning in a large undergraduate course. In ASEE Annual Conference and Exposition, Conference Proceedings.