تأثیر روش آموزش معکوس بر خودمختاری و اضطراب زبان آموزان ایرانی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشجوی دکتری آموزش زبان انگلیسی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران

2 استادیار گروه زبان انگلیسی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران

3 استادیار گروه آموزش زبان انگلیسی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران

چکیده

اینک، فناوری با آدمی چنان درهم تنیده که جدایی آنان ناممکن‌است. پس از پدیداری اینترنت و رواج رایانه، شمار بسیاری از مردم، از اپلیکیشن‌ها و نرم‌افزارهایی برای ارتباط، ارسال و دریافت پیام و کاربردهای آموزشی و غیره استفاده می‌کنند. در این راستا، یکی از روش‌های نوین آموزشی‌، معروف به‌روش آموزش معکوس‌، باعث افزایش یادگیری می‌شود و سبک‌های مختلف یادگیری را در خود جای می‌دهد. هدف این پژوهش؛، بررسی تأثیر روش آموزش معکوس بر خودمختاری و اضطراب زبان‌آموزان ایرانی است. بدین منظور 29 دانشجوی  رشتۀ زبان انگلیسی دانشگاه پیام نور مرکز رودسر در استان گیلان انتخاب و به دو گروه کنترل و آزمایش تقسیم شدند. در این مطالعه از پرسشنامۀ خودمختاری ‌زبان‌آموزان ژنگ و لی و پرسشنامۀ اضطراب زبان خارجه هورویتز استفاده گردید. روش پژوهش حاضر، روش شبه‌آزمایشی، با پیش‌آزمون و پس‌آزمون همراه با گروه کنترل بود. تجزیه و تحلیل داده‌ها از طریق تحلیل کوواریانس با نرم افزار SPSS 22 صورت گرفت. نتایج نشان‌داد که روش آموزش معکوس، تأثیر بسزایی در بهبود خودمختاری ‌زبان‌آموزان و کاهش اضطراب آنان دارد. یافته‌های پژوهش می‌تواند برای استادان زبان، مؤلفان کتاب‌های آموزشی زبان و طراحان نظام آموزشی سودمند باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Flipped Classroom Approach: Its Effect on Learner Autonomy and Language Anxiety of Iranian EFL Learners

نویسندگان [English]

  • Hamid Parvaneh 1
  • Masoud Zoghi 2
  • Nader Asadi 3
1 EFL Department, Ahar Branch, Islamic Azad University, Ahar, Iran.
2 Department of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran
3 Department of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran.
چکیده [English]

Nowadays, technology has become an inseparable part of everyday life. Since the introduction of the internet and prevalence of computers, more and more people have been using electronic media to cover hosts of purposes such as interpersonal communication, sending-receiving information, educational and language perspectives, and so forth. One new form of pedagogy, known as the flipped classroom, extends and enhances learning and accommodates different learning styles. This study was an attempt to investigate the impact of the flipped classroom approach on Iranian EFL learners’ autonomy and anxiety. To this end, 29 students were selected from Gilan Payam-e-Nour University, Roudsar, Iran and divided into the control and experimental groups. They were asked to fill in two questionnaires, namely the English versions of the Zhang and Li's Learner Autonomy Questionnaire, and Foreign Language Classroom Anxiety Scale. The research method employed in this research was a quasi-experimental study with pretest and posttest with a control group. Data was analyzed using ANCOVA. The results of this study revealed that the flipped classroom had a significant effect on the improvement of learner autonomy and it also showed that flipped classroom had a significant effect on suppressing language anxiety. The findings of this study carry important implications for foreign language syllabus designers, curriculum planners and language instructors.

کلیدواژه‌ها [English]

  • Flipped Classroom Approach
  • Flipped Learning
  • Flipped Teaching
  • Learner Autonomy
  • Language Anxiety

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 10، شماره 2
تیر 1399
صفحه 330-347

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