سامانه همایش های دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)

صفحه اصلی / همایش ملی تکنولوژی و تدریس هم افزایی نوین در فرایند یادگیری

Iranian EFL Learners’ Perceptions of Implementing Flipped Instruction: Evidence from Grammar Class

نویسندگان :

Samaneh Haghparasti¹ Ehsan Rezvani²

1- دانشگاه آزاد اصفهان واحد خوراسگان 2- دانشگاه آزاد اصفهان واحد خوراسگان

کلمات کلیدی :

Flipped instruction،Learner’s perceptions،Grammar teaching

چکیده :

The present research study sought to delve into the effect of flipped instruction on Iranian intermediate EFL learners' perceptions in a grammar class. The study employed a mixed-methods (MMS) design within which 60 intermediate Iranian male EFL learners participated. Half of the participants accounted for the experimental group and the remaining participants formed the control group. The flipped instruction took place via WhatsApp and was augmented by in-class face to face discussions about the new concepts. Online learning environment grounded the learners in the formal instruction of the new grammatical concepts. Then the in-class freed time was re-directed, and navigated by the teacher to create learner-centeredness and meaningful interactivities intended to internalize the pre-class preparatory activities. The pre-class preparatory activities entailed teacher's uploaded videos, learners' summaries, online discussions and questions formulation. The learners in the control group, however, came to class unprepared and were given in-class direct instruction by using whiteboards with no or little use of interactivity in their grammar class. The data collection instruments were composed of a Perception Survey and a semi-structured interview. Grounded theory methodology (Glaser & Strauss, 1967) which is in favor of coding the data was applied in order to ascertain the main categories derived from the learners’ responses to the interview questions and to examine their perceptions about the contributions of the classroom-flip and the quality of teaching methodology and learning achievement in classroom-flip. The findings uncovered more grammar learning gains and learners who appreciated the adoption of classroom-flip approach. Better learning gains are believed to be achieved by the groundwork set by group learning space, more opportunities for trying new methods for acquiring and assimilating new concepts