The Effect of Flipped Learning in an EFL Classroom
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초록
The purpose of the present study is to examine the impact of flipping the classroom on EFL students’ academic performance. Also, this study aims to explore the participants’ perceptions of flipped classroom. 133 university students were assigned to the experimental group (flipped learning) and control group (non-flipped learning). Data were collected via participants’ learning outcomes, a questionnaire, and interviews. The two groups of students’ pre and posttests scores were compared through a t-test. A questionnaire and interviews conducted by the students participating in the flipped classroom were analyzed to gain insights into the participants’ flipped learning experiences. The results indicate that flipped learning is associated with significant improvement in the students’ academic achievement. In addition, the findings show that students in the flipped classroom were highly positive in satisfaction, instructional effectiveness, desire to learn, and student engagement. It is hoped that this study will help pave the way for further research and for effective implementation of innovative instructional design in EFL classrooms.
Abstract
The purpose of the present study is to examine the impact of flipping the classroom on EFL students’ academic performance. Also, this study aims to explore the participants’ perceptions of flipped classroom. 133 university students were assigned to the experimental group (flipped learning) and control group (non-flipped learning). Data were collected via participants’ learning outcomes, a questionnaire, and interviews. The two groups of students’ pre and posttests scores were compared through a t-test. A questionnaire and interviews conducted by the students participating in the flipped classroom were analyzed to gain insights into the participants’ flipped learning experiences. The results indicate that flipped learning is associated with significant improvement in the students’ academic achievement. In addition, the findings show that students in the flipped classroom were highly positive in satisfaction, instructional effectiveness, desire to learn, and student engagement. It is hoped that this study will help pave the way for further research and for effective implementation of innovative instructional design in EFL classrooms.
참고문헌 (25)
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