The Effect of Flipped Language Teaching on EFL Learners’ Text Comprehension: Learners’ English Proficiency Level in Focus

محورهای موضوعی : نشریه زبان و ترجمه

Shohreh Farsi ¹ (Ph.D. Candidate, Department of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran)
Masoud Zoghi ² (Assistant Professor of TESL, Department of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran)
Hanieh Davatgari Asl ³ (Assistant Professor of TEFL, Department of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran)

تاریخ دریافت : 1399/10/24 تاریخ پذیرش : 1399/10/24 تاریخ انتشار : 1399/07/10

کلید واژه: flipped classroom, proficiency level, Flipped techniques, Text comprehension,

چکیده مقاله :

The current pretest-posttest quasi-experimental study sought, firstly, to examine the effect of employing flipped language teaching techniques on EFL learners' text comprehension and, secondly, to explore whether there was any significant interaction between the flipped classroom approach and EFL learners’ proficiency level. To this end, 65 male and female EFL learners were conveniently selected and their English proficiency level was determined based on the results of a TOEFL PBT. Having been divided into two experimental (one intermediate and one upper intermediate) and two control (one intermediate and one upper intermediate) groups, the participants were pretested in terms of reading comprehension at the beginning of the study. Subsequently, during a 14-week course of reading comprehension, the learners of the experimental group received flipped language instruction, whereas the control group’s learners were taught being exposed to conventional instruction. To investigate any changes in the learners’ per- formance as a result of the study course, their reading comprehension ability was gauged at the conclu- sion of the study course administering a posttest parallel to the pretest. The results indicated that the learners in the flipped classrooms outperformed their counterparts in the control group in terms of text comprehension, regardless of their English proficiency level. The findings of the study may urge EFL teachers to adopt a flipped classroom approach in order to enhance EFL learners’ reading comprehension skill.

چکیده انگلیسی:

در پژوهش حاضر از روش شبه آزمایشی و از طرح پیش آزمون و پس آزمون بهره گرفته شده است. هدف این پژوهش، بررسی تاثیر استفاده از تکنیک های آموزش معکوس بر مهارت خواندن و درک مطلب فراگیران ایرانی و همچنین بررسی وجود یا عدم ارتباط معنادار بین رویکرد کلاس معکوس و سطح مهارتی فراگیران زبان انگلیسی است. جامعه آماری پژوهش، شامل 65 زبان آموز مرد و زن ایرانی بود و سطح مهارت انگلیسی آنان بر اساس آزمون تافل ( TOEFL PBT ) مشخص شد. آنها به دو گروه آزمایشی (یک گروه متوسط و یک گروه بالاتر از سطح متوسط) و دو گروه کنترل (یک گروه متوسط و یک گروه بالاتر از متوسط) تقسیم شدند. در ابتدای پژوهش شرکت کنندگان از جهت مهارت خواندن و درک مطلب بررسی شدند. در طول 14 هفته آموزش، مهارت خواندن و درک مطلب در فراگیران گروه آزمایشی به شیوه معکوس تدریس شد. در حالی که در گروه های کنترل، آموزش این مهارت به شیوه سنتی انجام شد. در پایان پژوهش برای سنجش میزان یادگیری زبان آموزان، توانایی خواندن و درک مطلب آنان در پس آزمون همسان با پیش آزمون بررسی شد. نتایج حاکی از آن است که زبان آموزان کلاس معکوس بدون توجه به سطح مهارتی شان در درک مطلب از زبان آموزان کلاس کنترل پیشی گرفتند. نتایج  این پژوهش می تواند معلمان زبان دوم را به پذیرش رویکرد کلاس معکوس برای ارتقاء مهارت خواندن و درک مطلب ترغیب کند.

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