PE 231

The Effect of Flipped Learning on Iranian EFL Learners' Grammar Improvement

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

1402/11/18

127ص.

درجه ارزشيابي:عالي

منوچهر جعفري گهر

فريدون وحداني

Flipped Learning , Iranian EFL Learners , Grammar Improvement

جعفري گهر،منوچهر،راهنما , وحداني،فريدون،مشاور

At this juncture of human history, learning a foreign language has become an indispensable requirement in almost all fields of human life. Traditional teaching/learning approaches and methods have long failed to catch up with the amazing fast pace of knowledge development. Fortunately, technological breakthroughs of the past few decades have enabled man to seek innovative ways to more efficient learning. Flipped approach seems to be one of the promising solutions in this regard. As a response to the dearth of studies in this area, the present study was conducted to investigate the effects of flipped classroom on one of the most important elements of English grammar, that is, tenses and aspects. A large number of Iranian EFL high-school students were subjected to a process of homogeneity check. The result was the formation of two groups for flipped and conventional grammar instruction. Both the flipped/experimental group and the conventional/control group received twenty sessions of grammar teaching under the instruction of the same teacher and the use of the same materials. However, the experimental group received instruction in line with the flipped model while the control group was taught through the predominant traditional method commonly known as PPP (present, practice, produce). The scores from the pre-test and posttest were subjected to a number of statistical procedures. Although both groups were almost similar in the pre-test, the results of the posttest scores proved to be significantly in favor of the flipped group. The findings clearly indicate that flipped approach was by far more effective in learning English tenses and aspects.

1403/08/28

منتخبي

76924