The Impact of Flipped Classroom on Learning Outcome in a General English Course: Grammar and Vocabulary Gains in Focus

International Journal of Foreign Language Teaching and Research

دوره 9، شماره 38، دی 2021، صفحه 61-75   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.52547/JFL.9.38.65

نویسندگان

Shakiba Zarinfard¹؛ Mehrak Rahimi^{* 2}؛ Ahmad Mohseni¹

¹English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran

²English Department, Shahid Rajaee Teacher Training University, Tehran, Iran

چکیده

Flipped classroom establishes a framework for personalized education tailored to students’ individual needs by incorporating simple technologies of audio/video recordings into instruction. Considering the challenges General English (GE) students and instructors face such as time limitation, students’ low motivation and diverse learning preferences, there seems to be an urgent need for studies on flipped learning. The aim of the present study was to investigate the effect of flipped classrooms on Iranian EFL learners’ learning outcome in a GE course. As such, fifty students of engineering majors in two intact classes participated in the study and were assigned to a control (n=25) and an experimental (n=25) group. The experimental group received instruction in line with the principles of flipped learning while the control group was taught using the conventional method. The participants’ level of learning outcome was measured before and after the treatment by an achievement test consisting of two parts: grammar and vocabulary. The data were analyzed by Multivariate Analysis of Variance (MANOVA). The results revealed a significant difference between the two groups’ performance on the achievement post-test in general and in its two sections (grammar and vocabulary) in favor of the experimental group. Further analysis showed that the effect size for the intervention was large (η_p ²=.19>.14) for general learning outcome; however, as for the components of the achievement test, the effect size was found to be large for vocabulary section (η_p ²=.16>.14) and middle for the grammar section (η_p ²=.134<.14), respectively. Possible interpretations of the findings are discussed and certain implications and applications for GE instructors and materials developers are suggested.    
 

کلیدواژه‌ها

Flipped classrooms؛ flipped learning؛ learning outcome

مراجع

Akçayır, G, & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https: //www.sciencedirect.com/sc ience/article/pii/S0360131518302045

Al-Harbi, S. S. & Alshumaimeri, Y. A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60-80.https://files.eric.ed.gov/fulltext/EJ1113506.pdf

Amiryousefi, M. The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching. 2019; 13(2):147-161.https://www.tandfonline.com/doi/abs/10.10 80/17501229.2017.1394307

Andrade, M., & Coutinho, C. (2016). Implementing flipped classroom in blended learning environments: A proposal based on the cognitive flexibility theory. Paper presented in E-Learn 2016, Washington DC. https://core.ac.uk/download/pdf/76177074.pdf

Awidi, I. T., & Paynter, M. (2019).  The impact of a flipped classroom approach on student learning experience.  Computers & Education, 128, 269-283. https://www.sciencedirect.com/science/article/pii/S0360131518302495

Bakla, A. (2018). Learner-generated materials in a flipped pronunciation class: A sequential explanatory mixed-methods study. Computers & Education, 125, 14-38. https://www.sciencedirect.com/science/article/abs/pii/S0360131518301313

Bates, J., Almekdash, H, & Gilchrest-Dunnam, M. J. (2017). The flipped classroom: A brief, brief history. In L. S. Green, J. R.   Banas, R. A. Perkins (Eds.), The flipped college classroom: Conceptualized and re- conceptualized (pp. 3-10). Switzerland: Springer. https://www.springer.com/gp/book/9783319418537

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. US: ISTE & ASCD. i-lib.imu.edu.my/NewPortal/images/NewPortal/CompE.../Flip-Your-Classroom.pdf

Cohen, J. W. (1988). Statistical power analysis for the behavioural sciences (2nd edition). US: Lawrence Erlbaum Associates. https://www.amazon.com/Statistical-Power-Analysis-Behavioral-Sciences/dp/0805802835

Farhadi, H., Birjandi, P., Jafarpur , A. J. ( 2009). Testing Language Skills.  Tehran: The Center for Studying and Compiling University Books in Humanities. https://samta.samt.ac.i r/content/13270

Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student. Learning &Leading with Technology, 39(6), 12-17. https://files.eric.ed.gov/fulltex t/EJ982840.pdf

Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2018). Impact of flipped classroom on EFL learners’ appropriate use of refusal: achievement, participation, perception. Journal of Computer Assisted Language Learning, 32(3), 261-293.https://www.tandfonline.com/doi/abs/10.1080/09588221.2018.1504083

He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning & Instruction, 45, 61-71. https://www.sciencedirect.com/science/articl e/pii/S0959475216300664

Hsieh, B. (2017). Step by step, slowly I flip. In L. S. Green et al. (eds.), The flipped college classroom: Conceptualized and re-conceptualized (pp. 11-36). Switzerland: Springer International Publishing.https://www.springer.com/gp/book/9783319418537

Hsieh, J. S. C., Huang, Y. M., Wu, V. C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behaviour, 70, 178-190. https://www.sciencedirect.com/science/article/pii/S0747563216308950

Kasikhan, H.R. (2016). Revive your General English. Tehran: Jungle Publicationshttps://www.gisoom.com/book/11387520/%DA%A9%D8%AA%D8%A7%D8%A8-Revive-your-general-English/

Khadri Ahmed, H. O. (2016). Flipped learning as a new educational paradigm: An analytical critical study. European Scientific Journal, 12(10), 417-444. https://eujournal.org/index.php/esj/article/view/7335

Kheirabadi, R. (2017). The impact of flipped classroom model on teaching English grammar at 10th grade of high school. Quarterly Journal of Educational Innovations, 16(64), 141-162 [In Persian]. http://noavaryedu.oerp.ir/article_79136.htmlLage, M. J., Platt, G., & Tregila, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.https://www.tandfonline.com/doi/abs/10.1080/00220480009596759

Larsen-Freeman, D. (2014). Teaching grammar. In M. Celce-Murcia, D. M. Briton, and M. A. Snow (Eds.). Teaching English as a second or foreign language (4th ed) (pp. 256-270). US: HeinleCengage Learning.

Löfnertz, E., (2016). Students’ perceptions of grammar teaching in the EFL flipped classroom: A case study of a Swedish upper secondary class. https://core.ac.uk/download/pdf/83629952.pdf

Mehring, J. (2018). The flipped classroom. In J. Mehring and A. Leis (Eds.), Innovations in flipping the language classroom (pp.1-10). Singapore: Springer. http s:/ /link. Spring er.com/co  ntent/pdf/10 .1007%2F978-981-10-6968-0.pdf

Noroozi, A., Rezvani, E., & Ameri, A. (2021). Students' Perceptions of the Incorporation of Flipped Learning into L2 Grammar Lessons. Teaching English with Technology, 21(1), 112-130. https://www.tewtjournal.org/?wpdmact=process&did=NjUxLmhvdGxpbms

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet & Higher Education, 25, 85-05. https://www.sciencedirect.com/science/article/abs/pii/S1096751615000056

Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7^th ed) UK: Routledge. https://www.routledge.com/SPSS-Survival-Manual-A-step-by-step-guide-to-data-analysis-using-IBM-SPSS/Pallant/p/book/9781760875534

Phuong, L. T. A. (2002). Problems and solutions for General English classes at junior classes. Teacher’s Edition, 18-22.http:// www .nzdl .org /gsdl /collect /literatu /index/ assoc/ HASH7432.dir/doc.pdf

Pudin, J.  (2017). Exploring a Flipped Learning Approach in Teaching Grammar for ESL Students. Indonesian Journal of English Language Teaching and Applied Linguistics, 2(1), 51-64.https://ijeltal.org/index.php/ijeltal/article/view/47

Qian, D.D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56, 282-305. https://files.eric.ed.gov/fulltext/EJ920505.pdf

Rahimi, M., & Allahyari, A. (2019). Effects of Multimedia Learning Combined with Strategy-Based Instruction on Vocabulary Learning and Strategy Use. SAGE Open, 1–14. DOI: 10.1177/215824401984408.https://journals.sagepub.com/doi/full/10.1177/2158244019844081

See, S., & Conry, J. M. (2014). Flip My Class! A faculty development demonstration of a flipped-classroom. Current in Pharmacy Teaching & Learning, 6, 585-588.  https://innsida.ntnu.no/documents/portlet_file_entry/10157/Flip+My+Class!+A+faculty+development+demonstration+of+a+flipped-classroom.pdf/1174ab58-f09a-4e93-a9ec-f55fcb36ed8d?status=0

Schmitt, N. (1997). Vocabulary learning strategies. In Schmitt, N. and McCarthy, M.  (Eds).  Vocabulary: Description, Acquisition and Pedagogy (pp. 199-227). Cambridge: Cambridge University Press.   

Strelan, P., Osborn, A., Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://www.sciencedirect.com/science/article/abs/pii/S1747938X19301599

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.https://www.springer.com/gp/book/9781441981257

Thai, N. T. T., Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. https://www.sciencedirect.com/science/article/pii/S0360131517300039

Thornbury, S. (2002). How to teach vocabulary. London: Longman. https://www.amazon.com/How-Teach-Vocabulary-Jeremy-Harmer/dp/0582429668

Vaezi, R., Afghari, A., &  Lotfi, A. (2019). Flipped teaching: Iranian students’ and teachers’ perceptions. Applied Research on English Language, 8(1), 139-164. http://are.ui.ac.ir/article_23589.html

Warden, A. (2016). Investigating the use of a flipped approach to grammar input in an English as a Foreign Language classroom (Master’s thesis). University of Chichester, UK. https://englishagenda.britishcouncil.org/sites/default/files/attachments/mda2017_university_of_chichester_nile_alexandra_warden.pdf

Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behaviour, 70, 251-260.  https://www.sciencedirect.com/science/article/pii/S0747563216309141

Zarrinabadi N, Ebrahimi A. (2019). Increasing peer collaborative dialogue using a flipped classroom strategy. Innovation in Language Learning and Teaching, 13(3), 267-276. https://www.tandfonline.com/doi/abs/10.1080/17501229.2018.1455688

Zhang, H., Li, J., Jiao, L., Ma, W., & Guan, C. (2016). The adjustment and effects of vocabulary teaching strategies in flipped classroom. Creative Education, 7, 1966-1973. https://www.scirp.org/journal/Paperabs.aspx?paperid=70181