The Impact of Flipped Classroom on Learning Outcome in a General English Course: Grammar and Vocabulary Gains in Focus
الموضوعات :
Shakiba Zarinfard
1
,
Mehrak Rahimi
2
,
Ahmad Mohseni
3
1 - English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran
2 - English Department, Shahid Rajaee Teacher Training University, Tehran, Iran
3 - English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran
الکلمات المفتاحية: flipped learning, Flipped classrooms, learning outcome,
ملخص المقالة :
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 (ηp 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 (ηp 2=.16>.14) and middle for the grammar section (ηp 2=.134<.14), respectively. Possible interpretations of the findings are discussed and certain implications and applications for GE instructors and materials developers are suggested.
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