پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 158 |
| تعداد شماره‌ها | 6,230 |
| تعداد مقالات | 67,757 |
| تعداد مشاهده مقاله | 115,109,907 |
| تعداد دریافت فایل اصل مقاله | 89,868,527 |
بررسی رویکرد کلاس درس معکوس در دوره های آموزش زبان انگلیسی برای اهداف خاص: با تمرکز بر تفکر انتقادی و درگیر شدن دانشجویان دوره های انگلیسی با اهداف خاص | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| دوره 12، شماره 1، فروردین 1401، صفحه 74-93 اصل مقاله (879.23 K) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2021.331574.901 | ||
| نویسندگان | ||
| زهرا رضایی فرد1؛ محسن شاهرخی* 2؛ محمدرضا طالبی نژاد3 | ||
| 1دانشجوی دکترا، آموزش زبان انگلیسی، دانشگاه آزاد اسلامی شهرضا، ایران | ||
| 2استادیار، آموزش زبان انگلیسی، دانشگاه آزاد اسلامی شهرضا، ایران | ||
| 3دانشیار، آموزش زبان انگلیسی، دانشگاه آزاد اسلامی شهرضا، ایران | ||
| چکیده | ||
| مطالعه حاضر به بررسی اثرات استفاده از رویکرد کلاس درس معکوس بر تفکر انتقادی و درگیرشدن در انجام تکالیف دانشجویان ایرانی در دوره‌های آموزش زبان انگلیسی برای اهداف خاص (ESP) پرداخته است. شرکت کنندگان این مطالعه شامل ۶۰ دانشجوی دوره انگلیسی با اهداف خاص مشغول به تحصیل در دانشگاه پیام‌نور بودند که به دو گروه مساوی تقسیم شدند. مهارت زبانی شرکت‌کنندگان از طریق آزمون مهارت زبان بررسی شد. شرکت‌کنندگان در گروه تجربی با استفاده از فنون کلاس درس معکوس آموزش دریافت کردند. یک گروه تخصصی متشکل از اساتید دوره‌های آموزش زبان انگلیسی که از همکاران محقق بودند ۱۰ فیلم کوتاه هر یک مدت ده دقیقه تهیه کردند و هر تدریس ویدئویی همراه با الگوی تدریس یک مدرس همراه بود که از صدای واقعی وی و ارائه مطالب سمعی و بصری استفاده شد. گروه کنترل آموزش واژگان را از طریق روش تدریس معمولی دریافت کردند. نتایج تجزیه‌وتحلیل‌های آماری نشان داد که رویکرد کلاس درس معکوس تأثیر مثبت بر روی درگیرشدن در انجام تکلیف شرکت‌کنندگان داشته است. همچنین مشخص شد که روش کلاس درس معکوس تأثیر قابل‌توجهی بر تفکر انتقادی زبان‌آموزان ایرانی دارد. رویکرد کلاس درس معکوس زبان‌آموزان را قادر می‌سازد تا مستقل‌تر شوند و آنها را وادار می‌کند متفکران انتقادی قوی‌تری شوند. در نتیجه، روش کلاس درس معکوس بستری برای شکوفایی و رشد توانایی‌های تفکر انتقادی بالقوه زبان‌آموزان فراهم می‌آورد. | ||
| کلیدواژه‌ها | ||
| کلاس درس معکوس؛ آموزش زبان انگلیسی برای اهداف خاص؛ زبان آموزان انگلیسی با اهداف خاص؛ تفکر انتقادی؛ درگیرشدن در انجام تکلیف | ||
| عنوان مقاله [English] | ||
| Flipped Classroom Approach in ESP Courses: Focus on ESP Students’ Critical Thinking and Engagement | ||
| نویسندگان [English] | ||
| Zahra Rezaei Fard1؛ Mohsen Shahrokhi2؛ Mohammad Reza Talebinezhad3 | ||
| 1Ph.D. Candidate, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran | ||
| 2Assistant Professor, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran | ||
| 3Associate Professor, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran | ||
| چکیده [English] | ||
| The present study investigated the effects of using flipped classroom techniques on Iranian ESP students’ critical thinking and engagement. The flipped classroom model flips the traditional relationship between class time and homework. Students learn at home via online coursework and lectures, and teachers use class time for teacher-guided practice or projects. Participants were 60 ESP students studying at Payam-e Noor University, who were divided into 2 equal groups with 30 students each. Participants’ language proficiency was checked through a language proficiency test. The participants of the experimental group received vocabulary instruction through flipped classroom techniques. A specialist group of EFL/ESP professors who were the researcher's colleagues produced 10 videos, and each video lecture was accompanied by a lecturer's avatar, which used his or her true voice and audiovisual materials representations. The control group received conventional vocabulary instruction. Results of the statistical analyses showed that there was a positive influence of flipped classroom over the participants’ task engagement. Also, it was found that the flipped classroom had a significant effect on the Iranian students' critical thinking in ESP courses. Flipped classrooms enable ESP students to become more independent, which necessitates more critical thinkers. As a result, flipped classrooms can provide a platform for L2 students' potential critical thinking abilities to blossom and develop. | ||
| کلیدواژه‌ها [English] | ||
| Flipped Classroom, ESP, ESP Students, Critical Thinking, Students', Task Engagement | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
پروانه، حمید، ذوقی، مسعود و اسدی، نادر (1399). تأثیر روش آموزش معکوس بر خودمختاری و اضطراب زبان آموزان ایرانی. پژوهش های زبانشناختی در زبانهای خارجی،(10)2 ، 330 - 347 .
علوی, سیدمحمد؛ کیوان پناه, شیوا و فضلعلی, فاطمه (1396). تأثیر یادگیری معکوس بر توسعه حرفهای نومعلمان زبان انگلیسی: میزان مشغول بودن و نگرش آنها. پژوهشهای زبانشناختی در زبانهای خارجی، 7(2)، 471-496.
فضلعلی، فاطمه (1399). تاثیر توسعه حرفهای معکوس برپیشرفت نومعلمان زبان انگلیسی. پژوهشهای زبانشناختی در زبانهای خارجی، 10(2)، 376-389.
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102-1134.
Albashtawi, A. H., Jaganathan, P., & Singh, M. K. M. (2020). Facilitating the acquisition of receptive vocabulary knowledge among EFL undergraduates using a cognitive approach. International Journal of Instruction, 13(2), 269-284.
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman Publishing.
Anderson-Meger, J. (2011). Critical thinking and e-learning in social work education. International Journal of Business, Humanities and Technology, 1(2), 43-51 of Bloom's taxonomy of educational objectives. New York: Longman.
Aubrey, S (2017). Measuring flow in the EFL classroom: Learners’ perceptions of inter and intracultural task-based interactions. TESOL Quarterly 51(3), 661-692.
Aubrey, S., King, J., & Almukhaild, H. (2020). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal. Retrieved January 1, 200, from the World Wide Web: https://journals.sagepub.com/doi/abs/10.1177/0033688220 945418
Ayçiçek, Yelken, Y. (2018). The effect of flipped classroom model on students' classroom engagement in teaching English. International Journal of Instruction, 385-398.
Bagui, S. (2017). Reasons for increased learning using multimedia. Journal of Educational Multimedia and Hypermedia, 7(1), 3-18.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class everyday. 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, Washington, DC: American Society for Engineering Education.
Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349-362.
Butler, Y. G. (2017) Motivational elements of digital instructional games: A study of young L2 learners’ game designs. Language Teaching Research 21(6), 735-750.
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.
Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition: A rationale for pedagogy. Cambridge: Cambridge University Press.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language learning, 41(4), 469-512.
Davidson, B., & Dunham, R. (1997). Assessing EFL student progress in critical thinking with The Ennis-Weir Critical Thinking Essay Test. JALT Journal, 19(1) 43-57.
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 and Development, 61(4), 563-580.
Doman, E., & Webb, M. (2017). The flipped experience for Chinese university students studying English as a foreign language. TESOL Journal, 8(1), 102-141.
Dörnyei, Z. (2001). The motivational basis of language learning tasks. In P. Robinson (Ed), Individual differences in second language acquisition (pp. 58-137). Amsterdam: John Benjamins.
Ellis, R (2018). Reflections on task-based language teaching. Bristol: Multilingual Matters.
Facione, P. A., (1992). Critical thinking: What it is and why it counts. Retrieved from http://insightassessment.com/t.html.
Farrah, M. A. A. & Qawasmeh, A. (2018). English Students' Attitudes Towards Using Flipped Classrooms in Language Learning at Hebron University. Research in English Language Pedagogy RELP, 6(2), 275-294.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142.
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In Handbook of research on student engagement (pp. 97-131). Boston, MA: Springer.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Gerstein, J. (2012). The flipped classroom: The full picture. Amazon Digital Services, Incorporated.
Halvorsen, A. (2005). Incorporating critical thinking skills development in to ESL/EFL courses. Internet TESL Journal, 11(3), 45-61.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled A Review of Flipped Learning. Flipped Learning Network. Retrieved from http://researchnetwork.pearson.com/wpcontent/uploads/WhitePaper_FlippedLearning.pdf
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.
Huff, M. (2000). A comparison study of live instruction versus interactive television for teaching students critical thinking skills. Research on Social Work Practice, 10(4), 400-416.
Karanicolas, S., & Snelling, C. (2010). Making the transition: Achieving content connectivity and student engagement through flexible learning tools. In Proceedings of the Distance Education Association of New Zealand (DEANZ) Conference, Wellington, New Zealand.
Kim, K., & Park, Y. (2017). A development and application of the teaching and learning model of artificial intelligence education for elementary students. Journal of the Korean Association of Information Education, 21(1), 139-149.
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.
Kostka, I., & Brinks Lockwood, R. (2015). What’s on the internet for flipping English language instruction. TESL-EJ, 19(2), 1-12.
Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.
Lambert, C, Philp, J, & Nakamura, S. (2017). Learner-generated content and engagement in second language task performance. Language Teaching Research 21(6), 665-680.
Lesaux, N. K., Kieffer, M. J., Faller, S. E., & Kelley, J. G. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45(2), 196-228.
McPeck, J. (1981). Critical thinking and education. Oxford: Martin Robertson & Company Ltd.
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge: Cambridge University Press.
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance learning, 9(3), 85-87.
Mohammadyari, A. (2002). The relationship between critical thinking and change management of the heads of the educational departments in Ferdowsi University of Mashhad. Unpublished master's thesis, Ferdowsi University, Mashhad, Iran.
Moranski, K., & Kim, F. (2016). Flipping lessons in a multi-section Spanish course: Implications for assigning explicit grammar instruction outside of the classroom. Modern Language Journal, 100 (7), 830–852.
Namaziandost, E., Hosseini, E., & Utomo D. U. (2020). A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners. Cogent Arts & Humanities, 7(1), 1-15.
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).
Philp, J. & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics 36, 50–72.
Qiu, X, Lo, Y. (2017). Content familiarity, task repetition, and Chinese EFL learners’ engagement in second language use. Language Teaching Research 21(6), 681-698.
Reason, R. D., Terenzini, P. T., & Domingo, R. J. (2006). First things first: Developing academic competence in the first year of college. Research in Higher Education, 47(2), 149-175.
Reed, S. (1999). Word problems: Research and curriculum reform. Mawah, NJ: Erlbaum.
Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In Handbook of research on student engagement (pp. 3-19). Springer, Boston, MA.
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.
Rosenberg, T. (2013). Turning education upside down. The New York Times. Retrieved March 1, 2019, from the World Wide Web: fromhttp://opinionator.blogs.nytimes. com/2013/10/09/turning-education-upside-down.
Russell, J., Ainley, M., & Frydenberg, E. (2005). Issues digest: Motivation and engagement. Retrieved March 10, 2019, from the World Wide Web: www.dest.gov.au/sectors/ school_education/ publications_ resources/ schooling_ issues_ digest/
Sato, M., & Storch, N. (2020). Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context. Language Teaching Research. Retrieved March 2, 2020, from the World Wide Web: https://journals.sagepub.com/doi/abs/10.1177/136216 8820923582
Shotaro, A., Fumiya, S., & Haruya, Y. (2018). The effect of a flipped classroom approach on EFL Japanese junior high school students’ performances and attitudes. International Journal of Heritage, Art, and Multimedia, 1(3), 71-87.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
Thompson, C. (2011). How Khan academy is changing the rules of education. Wired Magazine, 126, 1e5. Retrieved from http://resources.rosettastone.com/CDN/us/pdfs/K-12/Wired_KhanAcademy.pdf.
Thornburry, S. (2002). Language assessment principles and classroom practice. Longman: United State of America
Tucker, B. (2012). The flipped classroom. Education. Next, 12(1), 82-83.
Vaezi, R., Afghari, A., & Lotfi, A. (2019). Flipped Teaching: Iranian Students’ and Teachers’ Perceptions. Applied Research on English Language, 8(1), 139-164.
Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167-177.
Zepke, N., Leach, L., & Butler, P. (2011). Noninstitutional influences and student perceptions of success. Studies in Higher Education, 36(2), 227-242.
Zepke, N., Leach, L., & Isaacs, P. (2008). Foundation learning in the ITP sector: Experiences of foundation learners. Wellington: Massey University. | ||
|
آمار تعداد مشاهده مقاله: 556 تعداد دریافت فایل اصل مقاله: 666 |
||
